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WH1783-Rosendale-A5-Booklet-2nd-Edition -1.pdf
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A Proposal for a Formal Definition of the Design Concept
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A clear and unambiguous definition of the design concept would be useful for developing a cumulative tradition for research on design. In this article we suggest a formal definition for the concept design and propose a conceptual model linking concepts related to design projects. The definition of design incorporates seven elements: agent, object, environment, goals, primitives, requirements and constraints. The design project conceptual model is based on the view that projects are temporal trajectories of work systems that include human agents who work to design systems for stakeholders, and use resources and tools to accomplish this task. We demonstrate how these two suggestions can be useful by showing that 1) the definition of design can be used to classify design knowledge and 2) the conceptual model can be used to classify design approaches.
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Evaluating ethnography
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With full awareness that criteria are mutable, the author argues that ethnography needs to be evaluated through two lenses: science and arts. The author suggests five criteria: substantive contribution, aesthetic merit, reflexivity, impact, and expression of a reality.
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Models In the Mind - Theory, Perspective, and Application
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The concept of mental models is an important approach within cognitive psychology. This invaluable new book surveys a broad range of mental models in the context of human-computer interaction, complex computer systems, and cognitive psychology as a whole. It is be of great interest to students and researchers in cognitive psychology and HCI.
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Interpretative Phenomenological Analysis: Theory, Method and Research
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Interpretative phenomenological analysis (IPA) is an increasingly popular approach to qualitative inquiry. This handy text covers its theoretical foundations and provides a detailed guide to conducting IPA research. Extended worked examples from the authors' own studies in health, sexuality, psychological distress and identity illustrate the breadth and depth of IPA research. Each of the chapters also offers a guide to other good exemplars of IPA research in the designated area. The final section of the book considers how IPA connects with other contemporary qualitative approaches like discourse and narrative analysis and how it addresses issues to do with validity. The book is written in an accessible style and will be extremely useful to students and researchers in psychology and related disciplines in the health and social sciences.
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Cultures and Change in Higher Education: Theories and Practices
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This book describes approaches to understanding cultures in higher education and pays particular attention to cultures and cultural construction at departmental level. Implications of cultural characteristics for issues around change initiatives, including the enhancement of teaching, learning and assessment are a key focus of this book.
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Thought and Language
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Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's highly original exploration of human mental development has become recognized as a classic foundational work of cognitive science. Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.
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Why Should Techies Care About Education Theory?
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A brief overview of five of the 20th century’s most important educational theorists in the context of educational technologists need to make sense of learning theory.
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Communities of Practice: Learning, Meaning, and Identity
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Learning is becoming an urgent topic. Nations worry about the learning of their citizens, companies about the learning of their workers, schools about the learning of their students. But it is not always easy to think about how to foster learning in innovative ways. This book presents a framework for doing that, with a social theory of learning that is ground-breaking yet accessible, with profound implications not only for research, but also for all those who have to foster learning as part of their responsibilites at work, at home, at school.
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Vygotsky and the Social Formation of Mind
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In a book of intellectual breadth, James Wertsch not only offers a synthesis and critique of all Vygotsky's major ideas, but also presents a program for using Vygotskian theory as a guide to contemporary research in the social sciences and humanities. He draws extensively on all Vygotsky's works, both in Russian and in English, as well as on his own studies in the Soviet Union with colleagues and students of Vygotsky. Vygotsky's writings are an enormously rich source of ideas for those who seek an account of the mind as it relates to the social and physical world. Wertsch explores three central themes that run through Vygotsky's work: his insistence on using genetic, or developmental, analysis; his claim that higher mental functioning in the individual has social origins; and his beliefs about the role of tools and signs in human social and psychological activity Wertsch demonstrates how the notion of semiotic mediation is essential to understanding Vygotsky's unique contribution to the study of human consciousness. In the last four chapters Wertsch extends Vygotsky's claims in light of recent research in linguistics, semiotics, and literary theory. The focus on semiotic phenomena, especially human language, enables him to integrate findings from the wide variety of disciplines with which Vygotsky was concerned Wertsch shows how Vygotsky's approach provides a principled way to link the various strands of human science that seem more isolated than ever today.
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