Journal articles on the topic 'Ecologies of design'
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Jones, Derek, and Emma Dewberry. "Building Information Modelling Design Ecologies." International Journal of 3-D Information Modeling 2, no. 1 (January 2013): 53–64. http://dx.doi.org/10.4018/ij3dim.2013010106.
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This paper considers the barriers to BIM adoption and demonstrates they are symptoms of existing problems in the Architecture, Engineering, Construction, and Operations (AECO) industry. When current external pressures are considered, a varied and complex set of problems emerge that require a significant paradigm change if they are to be resolved sustainably. It is argued that Building Information Modelling (BIM) does not represent a paradigm change on its own and the concept of the design ecology is presented as a framework within which BIM can act as a catalyst for change. Specific affordances of this model are presented in terms of responding to the challenges presented in the Low Carbon Construction report (Innovation and Growth Team, 2010) and to the general characteristics of the original problems identified. Examples are presented to demonstrate that this is already emerging in practice and some suggested areas of further investigation are suggested.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 2.1–2.30. http://dx.doi.org/10.1386/art_00002_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 6.1–6.30. http://dx.doi.org/10.1386/art_00006_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.
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Tandon, Udayan, Vera Khovanskaya, Enrique Arcilla, Mikaiil Haji Hussein, Peter Zschiesche, and Lilly Irani. "Hostile Ecologies." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–26. http://dx.doi.org/10.1145/3555544.
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This paper describes how the contemporary technology innovation ecology is hostile to community-driven design. These hostilities are important to understand if we want to intervene in the policy landscape of technology innovation to support viable alternatives to big tech consolidation and more democratic ways of developing and maintaining technology. We contribute a thick description of the hostile ecologies faced by transportation workers, community organizers, and allied technology researchers as they work toward building a cooperatively-owned taxi business with a digital dispatching technology. Our findings show that the hostile innovation ecology manifests as constrained access to resources, an inequitable regulatory framework, diminished agency in the software design process, and limits to the will of our community partners. We discuss the paths toward innovation for United Taxi Workers San Diego as compared with transportation network companies (e.g. Lyft, Uber) in terms of access to funding, regulation, labor, expertise, and market. We argue that a critical examination of institutions and policies in the innovation ecology is a necessary step toward charting fair, equitable, and community-strengthening pathways for technology innovation in the future.
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Holzer, Dominik. "Design exploration supported by digital tool ecologies." Automation in Construction 72 (December 2016): 3–8. http://dx.doi.org/10.1016/j.autcon.2016.07.003.
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Boehnert, Joanna. "Ecocene Design Economies. Three Ecologies of Systems Transitions." Design Journal 22, sup1 (April 1, 2019): 1735–45. http://dx.doi.org/10.1080/14606925.2019.1595005.
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Wende, Wolfgang. "Constructed Ecologies. Critical Reflections on Ecology with Design." Journal of Landscape Architecture 13, no. 1 (January 2, 2018): 80–81. http://dx.doi.org/10.1080/18626033.2018.1476043.
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Kasch, Henrik. "New Multimodal Designs for Foreign Language Learning." Learning Tech, no. 5 (December 20, 2018): 28–59. http://dx.doi.org/10.7146/lt.v4i5.111561.
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Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.
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Rourke, Arianne Jennifer, and Kim Snepvangers. "Ecologies of practice in tertiary art and design: a review of two cases." Higher Education, Skills and Work-Based Learning 6, no. 1 (February 8, 2016): 69–85. http://dx.doi.org/10.1108/heswbl-04-2015-0014.
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Purpose – The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses. Design/methodology/approach – Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum. Findings – Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners. Research limitations/implications – Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways. Practical implications – Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs. Social implications – Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience. Originality/value – This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.
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Alt, Rainer, Clemens Eckert, and Thomas Puschmann. "Network Management and Service Systems." Information Resources Management Journal 28, no. 1 (January 2015): 38–56. http://dx.doi.org/10.4018/irmj.2015010103.
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Service science views companies as service system entities that interact with other entities to create value. In today's networked value chains competition is no longer among companies, but among networks that may be regarded as service ecologies. Following service science each entity comprises a dynamic configuration of resources and structures, thus a variety of design aspects needs alignment within these ecologies. To manage service ecologies this article suggests to link insights from network management with service science. A multi-dimensional framework consistently describes the organizational aspects of network management among service system entities as well as the required processes to align activities between service system entities and the possible information systems to support network management. The framework emerged from a design-oriented research project based on eleven interviews with managers from financial service providers in Germany and Switzerland.
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Mayanja, Samuel Ssekajja, Joseph Mapeera Ntayi, John C. Munene, James R. K. Kagaari, Waswa Balunywa, and Laura Orobia. "Positive deviance, ecologies of innovation and entrepreneurial networking." World Journal of Entrepreneurship, Management and Sustainable Development 15, no. 4 (November 11, 2019): 308–24. http://dx.doi.org/10.1108/wjemsd-12-2018-0110.
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Purpose The purpose of this paper is to examine the mediating role of ecologies of innovation in the relationship between positive deviance (PD) and entrepreneurial networking among small and medium enterprises (SMEs) in Uganda. Design/methodology/approach A cross-sectional survey design using quantitative approach was employed in this study. Data were collected with the help of self-administrated questionnaires from 228 SMEs. Systematic sampling technique was used. Multiple regression data were analysed with the help of SPSS software. Findings The results indicated that ecologies of innovation partially mediate the relationship between PD and entrepreneurial networking. Besides, PD and entrepreneurial networking are significantly related. Research limitations/implications The data were cross-sectional in nature, thus limiting monitoring changes in resources accessed from social networks by entrepreneurs over time. Practical implications Managers of SMEs and policy makers should pay more attention to the views of employees with divergent views, ecologies of innovation in creating a conducive environment for creativity and innovation among SMEs. Originality/value The study of PD, ecologies of innovation and entrepreneurial networking using complexity theory among SMEs in Uganda is a contribution to literature.
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Roggema, Rob, Nico Tillie, and Greg Keeffe. "Nature-Based Urbanization: Scan Opportunities, Determine Directions and Create Inspiring Ecologies." Land 10, no. 6 (June 18, 2021): 651. http://dx.doi.org/10.3390/land10060651.
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To base urbanization on nature, inspiring ecologies are necessary. The concept of nature-based solutions (NBS) could be helpful in achieving this goal. State of the art urban planning starts from the aim to realize a (part of) a city, not to improve natural quality or increase biodiversity. The aim of this article is to introduce a planning approach that puts the ecological landscape first, before embedding urban development. This ambition is explored using three NBS frameworks as the input for a series of design workshops, which conceived a regional plan for the Western Sydney Parklands in Australia. From these frameworks, elements were derived at three abstraction levels as the input for the design process: envisioning a long-term future (scanning the opportunities), evaluating the benefits and disadvantages, and identifying a common direction for the design (determining directions), and implementing concrete spatial cross-cutting solutions (creating inspiring ecologies), ultimately resulting in a regional landscape-based plan. The findings of this research demonstrate that, at every abstraction, a specific outcome is found: a mapped ecological landscape showing the options for urbanization, formulating a food-forest strategy as the commonly found direction for the design, and a regional plan that builds from the landscape ecologies adding layers of productive ecologies and urban synergies. By using NBS-frameworks, the potentials of putting the ecological landscape first in the planning process is illuminated, and urbanization can become resilient and nature-inclusive. Future research should emphasize the balance that should be established between the NBS-frameworks and the design approach, as an overly technocratic and all-encompassing framework prevents the freedom of thought that is needed to come to fruitful design propositions.
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Roggema, Rob, and Nico Tillie. "Realizing Emergent Ecologies: Nature-Based Solutions from Design to Implementation." Land 11, no. 11 (November 4, 2022): 1972. http://dx.doi.org/10.3390/land11111972.
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The current state of nature is concerning. The levels of biodiversity are rapidly decreasing; existing policies sketch ambitious objectives, but their effectiveness is relatively low. This is caused by a combination of three main elements: physical elements, planning processes, and psychological reasons. In dealing with these deeply rooted problems, following qualities are missing: attention to planning and design in nature-based solution policies, the gap between plan and execution of plans, and the transformation to eco-leadership of young people. In four consecutive years, research design studios have been executed, in which students collaboratively design eco-solutions for complex and urgent problems. The core subjects of each of these studios were four interlinked aspects of eco-design: (1) designing in parallel at master plan and concrete project level, (2) planning, designing and building within a short period, (3) the emergence and succession of ecosystems on site, and (4) ecological leadership practice. By investigating these aspects year after year, designing integrated and coherent solutions, and realizing these solutions in built form, an ecological spatial framework emerged within which smaller projects were and will be embedded. This way, the ecosystem on campus grows, matures, and develops as a self-regulating system. Moreover, new leadership emerged amongst the young participants in the research design studios.
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Vacca, Ralph. "Intersectional elaboration: Using a multiracial feminist co-design technique with Latina teens for emotional health." Feminist Theory 23, no. 2 (March 14, 2022): 207–31. http://dx.doi.org/10.1177/14647001221082297.
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Underlying the growing epidemic of mental distress and suicidal ideation amongst certain marginalised groups (e.g. Latina teens) are complex intersections of ecologies and interrelated structures of inequality such as class, culture, race and gender. Through the use of a multiracial feminist framework, the proposed intersectional elaboration technique examines how technology might be designed in ways that explicitly consider intersecting structures of inequality and eco-developmental contexts. The core of this technique involves co-constructing narratives using prompts that directly address specific layers of one's ecology and the interactions across ecological layers – purposely addressing intersecting systems of inequality acting along these ecologies. This article describes the application of the intersectional elaboration technique in co-design research with adolescent Latinas, in a highly urbanised context, towards designing emotional health technology. Findings suggest that intersectional elaborations can serve as a useful generative co-design technique to inform designs that address complex arrangements of intra-ecological conflicts and cultural legitimacy.
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Harries, Guy. "‘The Open Work’: Ecologies of participation." Organised Sound 18, no. 1 (March 26, 2013): 3–13. http://dx.doi.org/10.1017/s1355771812000192.
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Audience engagement with a sound work can extend beyond fixed conventions in which roles of creation and reception are separate. In an ‘open work’ these roles are blurred, and the audience takes on an active part of co-creation. Participatory sound works can be considered as ecologies of engagement rather than fixed compositions. Technologies of dissemination and interactivity have become part of the design of such ecologies, and sound artists have integrated them in highly diverse works. Two main aspects of participatory ecologies will be considered: the continuum of ‘active interpretation’ to ‘co-authorship’ and the creation of a community of intersubjectivity. These two aspects will be discussed in the context of a range of sound works, including the author's work Shadowgraphs (2009/11) and its interconnected manifestations: an installation, a live performance and a blog.
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Vasiliou, Christina, Andri Ioannou, and Panayiotis Zaphiris. "From behaviour to design: implications for artifact ecologies as shared spaces for design activities." Behaviour & Information Technology 39, no. 4 (April 22, 2019): 463–80. http://dx.doi.org/10.1080/0144929x.2019.1601258.
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Camargo-Henríquez, Ismael, and Andrés Silva. "An Activity Theory-Based Approach for Context Analysis, Design and Evolution." Applied Sciences 12, no. 2 (January 17, 2022): 920. http://dx.doi.org/10.3390/app12020920.
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This paper presents a new interdisciplinary approach to support context modeling in context-awareness software developments. The premise of this approach relies on the idea that understanding a complex socio-technical ecology, while adapting the software to its behavior and evolution, is a primary challenge to address. Thus, the paper proposes an activity theory-based approach to aid in the conception, design, development, and evolution of emerging context-aware socio-technical ecologies. The concepts and notations used by the proposed approach are illustrated through a proof of concept that demonstrates the essential ideas and their use in real scenarios. Also, the feasibility of this approach is measured empirically through an experiment. Preliminary results show how, for a context-aware software design and development team, the proposal provides a better understanding of context than alternatives and helps to outline context models by establishing relationships and interactions between socio-technical components and by anticipating potential conflicts among them. The key ideas of the proposed approach result in the ability to analyze and model social and technological contexts around perpetually evolving system ecologies as useful representations for understanding operating environments closely tied to human actions, with software as a mediator component.
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Chu, Hsiao-Yun. "Design Ecologies: Essays on the Nature of Design by Lisa Tilder and Beth Blostein (eds)." Design and Culture 3, no. 2 (July 2011): 271–73. http://dx.doi.org/10.2752/175470811x13002771868409.
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Mette, Ian, Catharine Biddle, Mark Congdon, Jr., and Andrea Mercado. "Parochialism or Pragmatic Resistance? The Role of Community-engaged Leadership, Activist Scholarship, and Vulnerable Rural Ecologies within School Reform." Australian and International Journal of Rural Education 29, no. 2 (July 24, 2022): 78–98. http://dx.doi.org/10.47381/aijre.v29i2.203.
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This study examines how rural school and community leaders in one of the most rural areas of the United States are able to collaboratively design a grassroots school reform initiative to address inequity issues related to childhood poverty and trauma. Through interviews conducted with advisory board members implementing the reform effort, as well as our own reflections as activist scholars, our work suggests a) the value of rural leaders protecting their vulnerable ecologies against reform initiatives 'from away' b) difficulty creating spaces to support the protection of vulnerable ecologies and address rural inequities; and c) the need for activist scholars to partner with communities for transformation. As such, we challenge the notion of rural resistance to reform efforts being parochial and reposition this work as pragmatic in response to decades of economic and spatial marginalization. Additionally, we highlight the importance of activist scholarship in rural school-community leadership to ensure development of resilient ecologies that do not perpetuate patterns of repeated exclusion.
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Meister, Dorothee M., Theo Hug, and Norm Friesen. "Editorial: Pedagogical Media Ecologies." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 24, Educational Media Ecologies (July 8, 2014): 1. http://dx.doi.org/10.21240/mpaed/24/2014.07.08.x.
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From educational gaming through portable e-readers to cell phones, media are interpenetrating educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of educational media. Areas of research and scholarship relevant to this dialogue include educational media, media literacy, educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative career education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015).
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Saatçi, Banu, Kaya Akyüz, Sean Rintel, and Clemens Nylandsted Klokmose. "(Re)Configuring Hybrid Meetings: Moving from User-Centered Design to Meeting-Centered Design." Computer Supported Cooperative Work (CSCW) 29, no. 6 (November 19, 2020): 769–94. http://dx.doi.org/10.1007/s10606-020-09385-x.
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Despite sophisticated technologies for representational fidelity in hybrid meetings, in which co-located and remote participants collaborate via video or audio, meetings are still often disrupted by practical problems with trying to include remote participants. In this paper, we use micro-analysis of three disruptive moments in a hybrid meeting from a global software company to unpack blended technological and conversational practices of inclusion and exclusion. We argue that designing truly valuable experiences for hybrid meetings requires moving from the traditional, essentialist, and perception-obsessed user-centered design approach to a phenomenological approach to the needs of meetings themselves. We employ the metaphor of ‘configuring the meeting’ to propose that complex ecologies of people, technology, spatial, and institutional organization must be made relevant in the process of design.
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Grose, Margaret J. "Gaps and futures in working between ecology and design for constructed ecologies." Landscape and Urban Planning 132 (December 2014): 69–78. http://dx.doi.org/10.1016/j.landurbplan.2014.08.011.
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Coughlan, Tim, Trevor D. Collins, Anne Adams, Yvonne Rogers, Pablo A. Haya, and Estefanía Martín. "The conceptual framing, design and evaluation of device ecologies for collaborative activities." International Journal of Human-Computer Studies 70, no. 10 (October 2012): 765–79. http://dx.doi.org/10.1016/j.ijhcs.2012.05.008.
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Dade-Robertson, Martyn, Carolina Ramirez Figueroa, and Meng Zhang. "Material ecologies for synthetic biology: Biomineralization and the state space of design." Computer-Aided Design 60 (March 2015): 28–39. http://dx.doi.org/10.1016/j.cad.2014.02.012.
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Faremi, Yinusa A., and Loyiso C. Jita. "ASSESSMENT OF SCIENCE TEACHERS’ CAREER SATISFACTION AND SCHOOL ORGANISATIONAL CLIMATE IN ENHANCING JOB PERFORMANCE IN RURAL LEARNING ECOLOGIES." Problems of Education in the 21st Century 77, no. 2 (April 28, 2019): 254–69. http://dx.doi.org/10.33225/pec/19.77.254.
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Science teachers' career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers' career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers' career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers’ career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers' career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies. Keywords: school organisational climate, science education, teachers’ career satisfaction, teachers’ job performance, rural learning ecologies.
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Jenson, Jennifer, and Suzanne de Castell. "Patriarchy in play: Video games as gendered media ecologies." Explorations in Media Ecology 20, no. 2 (June 1, 2021): 195–212. http://dx.doi.org/10.1386/eme_00084_1.
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Videogames are a dominant cultural, economic and creative medium in the twenty-first century, whose varied ecologies are increasingly recognized as particularly hostile environments to those identifying or identified as women. These ecologies include those encoded and enacted within the virtual environments of digital games, across the spectrum of those ecologies materially inhabited in games education, game cultures and, paradigmatically, the video game industry. In June 2020, top videogame maker Ubisoft saw high ranking employees resign from the company as accounts went public on Twitter and in mainstream media of sexual harassment, abuse and other misconduct at the company being covered up and ignored. But this is by no means the first public revelation of sexual harassment and discriminatory injustices directed at women who develop and play games: many will recall the vitriolic online hate movement #gamergate.Despite the familiarity of these tropes, we seem to ‘rediscover’ every few years or so that making and playing video games can present toxic environments for women. Drawing on feminist perspectives that understand how videogames have been a gendered, primarily masculine, domain, this article proposes that a topographical view, one specifically attuned to examining gender through a media ecology lens, can demonstrate how these successive re-enactments of ‘shock and awe’ operate in the service of, and are functionally integral to, the preservation of media ecologies exclusionary by design, legitimizing the repetition of their gendered hostilities. The intent is to move beyond naïve expressions of surprise and righteous indignation, to a grounded recognition and elucidation of the extents to which misogyny and harassment are and have been deeply structured into the gendered ecologies of video games.
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Campo Woytuk, Nadia, and Marie Louise Juul Søndergaard. "Biomenstrual: More-than-Human Design of Menstrual Care Practices." Temes de Disseny, no. 38 (July 27, 2022): 116–31. http://dx.doi.org/10.46467/tdd38.2022.116-131.
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Biomenstrual is a Research through Design project for imagining, designing and practicing menstrual care beyond the human body. Drawing from feminist posthumanist theories that address the multispecies entanglements and ecologies our bodies form part of, we use design practice to research how caring for one’s menstrual health might extend to caring for the environment and the planet’s wellbeing. Motivated by existing practices of using menstrual blood as a fertilizer, and by the current landscape of unsustainable disposable menstrual products, we designed biodegradable menstrual pads and speculate on the practices and tools that are part of this fabrication process. We introduce and imagine a cyclical process where the biodegradable absorbent materials in menstrual care products are gathered, assembled into pads, used and discarded together with the body’s materials (menstrual blood, mucus and tissue) not as waste, but as fertilizer and compost, nourishing the soil and the species the biomaterials were first obtained from.
In this pictorial, we present this design process, including the resulting biomaterial experiments, recipes, tools and speculative scenarios of decomposition. The project is taking place in Nordic ecologies where we are working in close relation with the local species of sphagnum moss and gluten extracted from wheat, which we have used as superabsorbent materials in the menstrual pads. From our own kitchens turned into biomaterial engineering and design labs, the Biomenstrual project probes the relationships between lab-based experimentation and cooking and crafting in the home, drawing from the figure of the witch, the empirical and resourceful woman attending to both her own body and the bodies of other species.
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Khanwalkar, Seema. "Designed Environments, Mimesis and Likeness: Exploring Human-Material Ecologies." American Journal of Semiotics 36, no. 3 (2020): 351–67. http://dx.doi.org/10.5840/ajs20212169.
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This paper attempts to understand the trajectories of “designed artifacts”, built or produced in the post war periods and its implications for the human body, material, ecology, and mimesis. Has Architecture gradually distanced itself from the body as an authoritative figure in its practice? Is it being seen more and more as an autonomous art, away from the complex web of social and political concerns? There seems to be a rationale to focus on the thinking and considerations that inform the production of architecture because it depends on the realm of conceptual philosophy; and both inhabit each other. The paper tries to address the association of humans with their artifactual environments. My interest stems from a long association of teaching in a college of architecture and design, and attempts to raise questions with regard to meaning and materiality. This paper also, in some sense, unlocks an environmental perspective on the relationship of the human body with the design that gives them shelter, affords actions, affords movement, and affords life in itself. Different patterns of the built environment afford different behaviors and aesthetic experiences. The perceptions of the environment thus limit or extend the behavioral and aesthetic choices of an individual depending on how the environment is configured, likened, imitated, or creatively reinterpreted. This article traverses, domesticity, tactile inhabitation, landscape, mythical realms of Indian architecture to the Postmodern architecture of “weak form”.
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Kershaw, Baz. "The Theatrical Biosphere and Ecologies of Performance." New Theatre Quarterly 16, no. 2 (May 2000): 122–30. http://dx.doi.org/10.1017/s0266464x00013634.
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In what would a postmodern theatrum mundi, or ‘theatre of the world’, consist? In an ironic inversion of the very concept, with the microcosm issuing a unilateral declaration of independence – or of incorporation? Or in a neo-neoplatonic recognition that it is but a cultural construct of an outer world that is itself culturally constructed? In the following article, Baz Kershaw makes connections between the high-imperial Victorian love of glasshouses, which at once created and constrained their ‘theatre of nature’, and the massive 'nineties ecological experiment of ‘Biosphere II’ – ‘a gigantic glass ark the size of an aircraft hangar situated in the Southern Arizona desert’, which embraces all the main types of terrain in the global eco-system. In the Biosphere's ambiguous position between deeply serious scientific experiment and commodified theme park, Kershaw sees an hermetically-sealed system analogous to much contemporary theatre – whose intrinsic opacity is often further blurred by a theorizing no less reductive than that of the obsessive Victorian taxonomists. He offers not answers, but ‘meditations’ on the problem of creating an ecologically meaningful theatre. Baz Kershaw, currently Professor of Drama at the University of Bristol, originally trained and worked as a design engineer. He has had extensive experience as a director and writer in radical theatre, including productions at the Drury Lane Arts Lab and as co-director of Medium Fair, the first mobile rural community arts group, and of the reminiscence theatre company Fair Old Times. He is the author of The Politics of Performance: Radical Theatre as Cultural Intervention (Routledge, 1992) and The Radical in Performance: Between Brecht and Baudrillard (Routledge, 1999), and co-author of Engineers of the Imagination: the Welfare State Handbook (Methuen, 1990).
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Palazzo, Elisa, and Sisi Wang. "Landscape Design for Flood Adaptation from 20 Years of Constructed Ecologies in China." Sustainability 14, no. 8 (April 10, 2022): 4511. http://dx.doi.org/10.3390/su14084511.
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In highly urbanized floodplains, it is becoming widely accepted that a change is needed to move away from flood control towards flood adaptation paradigms. To address riverine and flash flooding in urban areas, urban and landscape designers have developed design solutions that are able to increase urban ecological resilience by allocating space to fluctuating water levels. With the purpose of operationalizing flood resilience, this study explores how constructed ecology principles are applied to the design of multifunctional landscapes to restore floodplain functions in urban areas and prevent downstream flooding. The study adopts a design-by-research approach to examine 30 case studies from the Sponge Cities initiative realized in China in the last twenty years and develops a toolbox of Flood Adaptation Types for stormwater management. The results are aimed at informing operations in the planning and design professions by proposing a schematic design framework for flood adaptation in different geographic conditions, scales, and climates. The study sets up the bases for a systematic assessment of flood adaptation responses also by facilitating communication between disciplines, designers, and non-experts. This will enable evidence-based decisions in landscape architecture and urban design, as well as fulfill pedagogic purposes in higher education and research.
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Bollinger, L. A., C. B. Davis, R. Evins, E. J. L. Chappin, and I. Nikolic. "Multi-model ecologies for shaping future energy systems: Design patterns and development paths." Renewable and Sustainable Energy Reviews 82 (February 2018): 3441–51. http://dx.doi.org/10.1016/j.rser.2017.10.047.
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Stevenson, Michael, Matt Bower, Garry Falloon, Anne Forbes, and Maria Hatzigianni. "By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities." British Journal of Educational Technology 50, no. 3 (March 8, 2019): 1260–74. http://dx.doi.org/10.1111/bjet.12743.
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Cannon, Clare E. B., Regardt Ferreira, Frederick Buttell, and Jennifer First. "COVID-19, Intimate Partner Violence, and Communication Ecologies." American Behavioral Scientist 65, no. 7 (February 6, 2021): 992–1013. http://dx.doi.org/10.1177/0002764221992826.
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The purpose of this research is to identify important predictors, related to the ongoing COVID-19 pandemic, of intimate partner violence (IPV) and to provide insight into communication ecologies that can address IPV in disaster contexts. This study uses a cross-sectional design, with purposive snowball sampling, for primary survey data collected over 10 weeks starting the first week in April 2020. A total of 374 adults participated in the study. Logistic binary regression was used to identify key predictors among sociodemographic characteristics, stress related to COVID-19, and perceived stress of group membership for those who reported IPV experiences. A t test was used to statistically differentiate between IPV-reporters and non-IPV reporters based on perceived stress measured by the Perceived Stress Scale. Results indicated that respondents who reported renting, lost income due to COVID-19, and increased nutritional stress were all more likely to belong to the IPV-reporters group. These findings provide insight into additional stressors related to the ongoing pandemic, such as stress due to income loss, nutritional stress, and renting, and their likelihood of increasing IPV victimization. Taken together, these results indicate that additional communication resources are needed for those affected by IPV. Additional findings and implications are further discussed.
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Monclús, Javier. "MARGARITA JOVER, ALEX WALL - Ecologies of Prosperity for the living city." ZARCH, no. 15 (January 27, 2021): 236. http://dx.doi.org/10.26754/ojs_zarch/zarch.2020154935.
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Margarita Jover, Alex WallEcologies of Prosperity for the living city Virginia: AR+D Applied Research + Design Publishing. University of Virginia School of Architecture, 2019. 350 p. Idioma: inglés. Tapa blanda. 40 $ISBN: 978-1-940743-50-9
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Verran, Erick. "Negative Ecologies, or Silence’s Role in Affordance Theory." Journal of Sound and Music in Games 2, no. 4 (2021): 36–54. http://dx.doi.org/10.1525/jsmg.2021.2.4.36.
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Through critical appropriation of J. J. Gibson’s theory of ecological affordance, this speculative article broadens our understanding of ludic ecology as that which virtual environments offer players in anticipation of their use: a sort of inside-out niche. Adapted to a study of diegetic and nondiegetic sound, this adjacency of ecology to video games is applied to an understanding of silence as negative affordance; that is to say, as a nondeterminative opportunity for the player to express themself aurally as well as kinetically against a soundtrack’s absence. Whether included by a video game’s creative director as dramatic segues “inside of” the traditional, top-down soundtrack or as part of the industry’s shift away from film-esque sound design toward one that has begun to approach the ambience of naturalist theater, the role of silence in digital entertainment is argued to be strictly a dramatic one that allows body- and environment-related noise to be appreciated in vacuo. On the basis of these assertions, I claim that the player’s magnified ability to puncture the auditory equilibrium of a storyworld with a shout or offensive lunge at monsters, a form of manual intervention symptomatic of cultural products in general, is newly emboldening. As the musical fullness of the soundtrack age is replaced by a diegetic soundscape equal in sonic lushness, the autonomous game player is thrown into all the greater phenomenal relief.
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Franz, Jill, Grace Bitner, Andrea Petriwskyj, Margaret Ward, Barbara Adkins, and Annie Rolfe. "Ecologies of housing and underlying assumptions of vulnerability." Housing, Care and Support 18, no. 2 (June 15, 2015): 41–50. http://dx.doi.org/10.1108/hcs-06-2015-0009.
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Purpose – The purpose of this paper is to understand the difficulties in implementing models of housing, and to help address the lack of accessible and affordable private housing for people with disability in Australia. In responding to this aim, the study formulated an ecological map of housing models, which are examined in this paper in terms of their underlying assumptions of vulnerability. Design/methodology/approach – The study involved explanation building, using a multiple case study approach, informed theoretically by an ecological framework. It included organisations, families and individuals with disability. Findings – For the purpose of this paper, the study revealed a direct relationship between the nature of the housing models proposed, and assumptions of vulnerability. In the context of the study findings, the paper suggests that attempts to address individual housing needs are more likely to achieve a positive outcome when they are person driven, from a premise of ability rather than disability. Overall, it invites a “universalistic” way of conceptualising housing issues for people with disability that has international relevance. Practical implications – This paper highlights how assumptions of vulnerability shape environmental responses, such as housing, for people with disability. Originality/value – This paper is based on a study that reconciled a person-centred philosophy with an ecological appreciation of the external and internal factors impacting housing choice for people with disability.
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Mihret, Dessalegn Getie, Monika Kansal, Mohammad Badrul Muttakin, and Tarek Rana. "The auditing profession and the key audit matter reporting requirement." Qualitative Research in Accounting & Management 19, no. 1 (December 30, 2021): 107–25. http://dx.doi.org/10.1108/qram-03-2020-0033.
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Purpose This study aims to examine the setting of International Standards on Auditing (ISA) 701 on disclosing key audit matters (KAMs) to explore the role of standard setting in maintaining or reconstituting the relationship of the auditing profession with preparers and users of financial reports. Design/methodology/approach This study draws on concepts from the sociology of the professions literature and the regulatory space metaphor. Data comprises comment letters and other documents pertaining to the setting of ISA 701. Findings The study shows that the KAM reporting requirement is part of the ongoing re-calibration of the regulatory arrangements governing auditing, which started in the early 2000s. This study interprets standard setting as a site for negotiating the relationships between linked ecologies in the audit regulatory space, namely, the auditing profession, preparers of financial statements and users of audited reports. This study identifies three processes involved in setting ISA 701, namely, reconstitution of the rules governing auditors’ reports as a link between the three ecologies, preserving boundaries between the auditing profession and preparers and negotiation aimed at balancing competing interests of the interrelated ecologies. Originality/value The study offers insights into the role of regulatory rule setting as a central medium through which the adaptive relationship of the profession with its environment is negotiated.
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Efthimiou, Olivia. "Heroic ecologies: embodied heroic leadership and sustainable futures." Sustainability Accounting, Management and Policy Journal 8, no. 4 (September 4, 2017): 489–511. http://dx.doi.org/10.1108/sampj-08-2015-0074.
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Purpose The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health. Design/methodology/approach This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project. Findings Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development. Research limitations/implications This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large. Social implications The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level. Originality/value The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.
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Barquero, Berta, and Britta Eyrich Jessen. "Impact of theoretical perspectives on the design of mathematical modelling tasks." Avances de Investigación en Educación Matemática, no. 17 (May 1, 2020): 98–113. http://dx.doi.org/10.35763/aiem.v0i17.317.
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In this paper, we discuss how the adoption of a particular theoretical framework affects task design in the research field of modelling and applications. With this purpose, we start by referring to the existence of different reference epistemological models about mathematical modelling to analyse better the consequences they have for decision making concerning designing modelling tasks and their implementation. In particular, we present the analysis of three case studies, which have been selected as representatives of different theoretical perspectives to modelling. We discuss the impact of the chosen reference epistemological model on the task design process of mathematical modelling and the local ecologies suited for their implementation.
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Bullen, R. D., and N. L. McKenzie. "Bat flight-muscle mass: implications for foraging strategy." Australian Journal of Zoology 52, no. 6 (2004): 605. http://dx.doi.org/10.1071/zo04036.
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The primary flight muscles of the chest, shoulder, back and upper arms were weighed for 29 species of Australian bat, representing two suborders and six families. Values of muscle masses were found to be between 9 and 23% of the mass of the bat (mbat) and aligned into three statistically distinct classes that relate foraging strategy with morphology when plotted against mbat. These classes represent 'high-energy', 'general' and 'low-energy' foraging strategies. The above relationships were visible in both the wing downstroke and upstroke muscle groups, but not in the shoulder and elbow flex/extend groups. Differences in the foraging ecologies and geographical distributions of Western Australian bats are reflected in 'flight motor power output' as well as the bats' 'airframe design' attributes. Based on these attributes and ecologies, a method is presented for estimating the mass of flight muscle.
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Letch, Nick. "Ecologies of interests in social information systems for social benefit." Information Technology & People 29, no. 1 (March 7, 2016): 14–30. http://dx.doi.org/10.1108/itp-09-2014-0218.
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Purpose – The purpose of this paper is to explore a class of social information systems which are purposefully designed to address wider social objectives. Specifically, the paper investigates the embedding of ICTs into the wider networks of social policy action and explores issues associated with the integration of social information systems into complex problem domains. Design/methodology/approach – A case study of a social information system and its integration into networks of actors with an interest in the underlying social concern is presented. The system under analysis is first described in terms of the emerging characteristics used to define this class of social information system. The wider policy network in which the social information system is implemented is then described and the integration of the social information system into the wider network is discussed. Findings – The case study illustrates that for complex social problems, there can be multiple interests embedded in an ecology of sub-networks. Each sub-network can make use of the social information system in different ways which creates difficulties in the social information system gaining sufficient legitimacy to be institutionalised into the wider policy network. Originality/value – The paper extends understanding of social information systems by proposing that a class of social information systems are developed to pursue human benefit. Recognising the context in which these systems are integrated as an ecology of interests, shifts the focus of social information systems design from examining the requirements of a relatively homogenous community of actors to understanding how social information systems can be developed to enable information exchange within and across heterogeneous communities.
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Bender, Sophia, and Kylie Peppler. "Connected learning ecologies as an emerging opportunity through Cosplay." Comunicar 27, no. 58 (January 1, 2019): 31–40. http://dx.doi.org/10.3916/c58-2019-03.
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Connected learning explains how people can build learning pathways that connect their interests, relationships, and formal learning to lead toward future opportunities such as careers. However, most learning systems are not set up ideally for connected learning; for instance, most schools still teach disciplines as discrete units that do not connect to students’ interests outside of school. We do not yet know enough about the structure of naturally occurring connected learning ecologies that do connect youth learning across contexts and help them follow pathways toward careers and other desired outcomes. Learning more about what works well on these pathways will allow us to design connected learning environments to help more youth have access to these desired opportunities. This paper analyzes two case studies of cosplayers –hobbyists who make their own costumes of media characters to wear at fan conventions– who benefited from well-developed connected learning ecologies. Cases were drawn from a larger interview study and analyzed as compelling examples of connected learning. Important themes that emerged included relationships with and sponsorship by caring others; unique pathways that start with a difficult challenge; economic opportunities related to cosplay; and comparisons with formal school experiences. This has implications for how we can design connected learning ecologies that support all learners on unique pathways toward fulfilling futures. El aprendizaje conectado explica cómo las personas pueden construir rutas de aprendizaje conectadas a sus intereses, sus relaciones y al aprendizaje formal que lleven a oportunidades de futuro en una carrera profesional. Sin embargo, la mayoría de los sistemas de aprendizaje no están diseñados para una experiencia de aprendizaje conectado. Por ejemplo, casi todas las escuelas siguen enseñando asignaturas como unidades cerradas que no conectan con los intereses de los alumnos fuera de la escuela. Todavía no sabemos lo suficiente sobre la estructura de los ambientes naturales de aprendizaje conectado que sí activan la experiencia de aprendizaje con diferentes contextos y llevan a los alumnos hacia un camino de crecimiento. Aprender más sobre lo que funciona en estas rutas de aprendizaje nos permitirá diseñar entornos de aprendizaje conectado para ayudar a más jóvenes a obtener los resultados deseados. El presente trabajo analiza dos casos prácticos de «cosplayers» –aficionados que crean sus propios disfraces de personajes ficticios y los llevan a convenciones y eventos– que se beneficiaron de entornos de aprendizaje conectado correctamente desarrollados. Aspectos importantes que surgieron en el estudio incluyen las relaciones con el apoyo y cuidado de y hacia los otros: dos caminos únicos que comienzan con un difícil desafío: las oportunidades económicas derivadas del cosplay y las comparaciones con otras experiencias escolares formales. Todo ello afecta la manera de diseñar entornos de aprendizaje conectado que apoyen a todos los alumnos en sus caminos únicos hacia el futuro.
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Hu, Xinyun, and Nicola Yelland. "Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 488–506. http://dx.doi.org/10.1163/25902539-00102005.
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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.
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Marvin, Simon, and Jonathan Rutherford. "Controlled environments: An urban research agenda on microclimatic enclosure." Urban Studies 55, no. 6 (March 14, 2018): 1143–62. http://dx.doi.org/10.1177/0042098018758909.
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Controlled environments create specialist forms of microclimatic enclosure that are explicitly designed to transcend the emerging limitations and increasing turbulence in existing modes of urban climatic conditions. Across different urban contexts, anthropogenic change is creating urban conditions that are too hot, cold, humid, wet, windy, etc. to support the continued and reliable environments that are suitable for the reproduction of food, ecologies and human life. In response, there are emerging forms of experimentation with new logics of microclimatic governance that seek to enclose environments within membranes and develop artificially created internal ecologies that are precisely customised to meet the needs of the plant, animal or human occupants of these new forms of enclosure. While recognising that enclosure has a long history in urbanism, design and architecture, we ask if a new logic of microclimatic governance is emerging in specific response to the ecological changes of the Anthropocene. The paper sets out a research agenda to investigate whether the ability of cities, states and corporates to design and construct internalised environments is now a strategic capacity that is critical to developing the knowledge, practices and technologies to reconfigure new forms of urban climatic governance that address the problems of climate change and ensure urban reproduction under conditions of turbulence.
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Murray, Shaun. "Editorial." Design Ecologies 11, no. 1 (June 1, 2022): 3–9. http://dx.doi.org/10.1386/des_00013_2.
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This Design Ecologies issue, ‘Towards a Transdisciplinary Practice’, will focus on how practices consider what is being included and what is not in projects and allow for a reductive design approach and outcome. To consider design as an ecology is a practice fundamentally concerned with understanding the abundance and distribution of all elements involved, which bears on virtually every application of architecture. Can we develop architectures that are intrinsically ecological and transdisciplinary by design through evidence-based practices? Design practices could be considered a mereological condition where the focus of projects is unpacking part-hood relations to the whole, and the relation of the part to the part within the whole. Can we design practices that are whole, inclusive, non-reductive and implicit?
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Keena, Naomi, Marco Raugei, Mohamed Aly Etman, Daniel Ruan, and Anna Dyson. "Clark’s Crow: A design plugin to support emergy analysis decision making towards sustainable urban ecologies." Ecological Modelling 367 (January 2018): 42–57. http://dx.doi.org/10.1016/j.ecolmodel.2017.10.006.
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Champion, Dionne N., Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy, and Tikyna M. Dandridge. "(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies." Information and Learning Sciences 121, no. 9/10 (November 30, 2020): 785–804. http://dx.doi.org/10.1108/ils-01-2020-0018.
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Purpose The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space. Design/methodology/approach The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station. Findings Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing. Research limitations/implications Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development. Originality/value Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.
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Morrison, Amani C. "Black Spatial Affordances and the Residential Ecologies of the Great Migration." Environment and Society 13, no. 1 (September 1, 2022): 43–59. http://dx.doi.org/10.3167/ares.2022.130104.
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Affordance theory, originating in ecological psychology but adopted by the field of design studies, refers to possibilities for action that a subject perceives in an environment. I posit Black spatial affordance, critically employing affordances with an eye toward Black ecological and geographical practices, and I apply it to the Great Migration residential landscape and literature. Grounded in racial capitalist critique, Black geographic thought, and cultural critique at the intersections of race, place, and performance, Black spatial affordance works as an analytic to engage Black quotidian practice in racially circumscribed and delineated places and spaces. Operating at multiple scales, Black spatial affordance engages the specificity of places structured by racism to analyze the micro-level spatial negotiations Black subjects devise and employ in recognition of the terrain through which they move or are emplaced. Employing Black spatial affordance enables critical inquiry into the spatial navigation of subjects who occupy marginal positions in society.
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Murray, Shaun. "Abducted ground: The ineffaceable Beaduric’s Island." Design Ecologies 10, no. 1 (June 1, 2021): 11–42. http://dx.doi.org/10.1386/des_00008_1.
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This article illustrates some typical occupational modalities of drawing by abductive processes, involving the design of ecologies through chance and discovery ‐ perhaps through radical innovations ‐ in architecture. First described by the American philosopher Charles Sanders Peirce, abductive processes start with an observation or set of observations, then seek to reach the simplest and most likely conclusion from those observations. To design an ecology is to design a system of parts from things, creating a new kind of contextualism. This may not seem radical nor innovative, but the principle of symbiotically designing an ecology for a range of scaled interventions over time using the same context starts to become interesting. From drawing and sketching what you can see in the actual context for a design proposal, to then redrawing and composing the observational drawing in a studio, to the time taken to experience and reflect on the spaces drawn towards making physical objects from the forms resonating as the drawing develops, many modalities occupy a drawing as architecture. These could be viewed as a form of ‘possible worlds’, anticipations, opportunities to shape the drawing world and act in it. It could be of help in prefiguring the risks, possibilities and effects of the architect as the editor of situations in the architectural drawing, and in promoting or preventing broad rules of translation. Creating ethics means creating the world and acting in it, in different (real or abstract) situations and problems. In this way, events and situations can be reinvented, either as opportunities or as risks that lead in new directions. The second part of the article describes some of the ‘26 rules for translation’ through drawing related to the design of ecologies through chance and discovery.
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Dadzie, A. M., P. K. K. Adu-Gyamfi, A. Akpertey, A. Ofori, S. Y. Opoku, J. Yeboah, E. G. Akoto, F. K. Padi, and E. Obeng-Bio. "Assessment of Juvenile Growth and Yield Relationship Among Dwarf Cashew Types in Ghana." Journal of Agricultural Science 12, no. 10 (September 15, 2020): 116. http://dx.doi.org/10.5539/jas.v12n10p116.
Full textAbstract:
Cashew (Anacardium occidentale L.) is an important tropical cash crop cultivated in Ghana. It provides livelihood for about 200,000 people and contributes 6.1% to Ghana’s gross domestic product (GDP). Four Brazilian dwarf accessions were introduced to improve nut yield. Objectives of this study were to (1) assess the agronomic performance of the accessions across two contrasting ecologies, (2) determine environmental influence on juvenile growth, (3) determine the relationship between early vegetative growth and yield and (4) explore heritability and genetic advance for the measured agronomic traits. The experiment was laid out in a randomized complete block design with 3 replications. Results revealed significant (p < 0.05) environmental influence on growth and yield of cashew. Transitional savanna agro-ecology is more suitable for cashew growth and development. Crop year, location and crop year × location interactions also influenced most of the agronomic traits. Early growth characteristics alone were not enough to predict yield. Genotype B2 ranked highest yielding across the agro-ecologies. Moderate to high heritability and genetic advance estimates were observed for nut yield, plant height and girth, an indication of variability among accessions needed for cashew improvement in Ghana.