Software architecture provides a high-level framework for a software system, and plays an important role in achieving functional and non-functional requirements. Since the year 2004, software architecture has been considered as a set of architectural design decisions (ADDs). However, software architecture is implicit and evolves as the software development process moves forward. The implicitness together with continuous evolution leads to many problems such as architecture drift and erosion as well as high cost reconstruction. Without capturing and managing ADDs, most of existing architectural knowledge evaporates, and reusing and evolving architecture can be difficult. These problems are even more serious in global software development (GSD). This dissertation presents a novel methodology for capturing ADDs during the architecting process and managing the evolution of ADDs to reduce architectural knowledge evaporation. This methodology explicitly documents ADDs using a scenario-based approach, which covers three views of a software architecture, to record architectural knowledge, and incorporates evolution-centered characteristics to manage ADD evolution for reducing architectural knowledge evaporation. Furthermore, the dissertation presents ADD management in the context of GSD to analyze typical ADD management paradigms, and to offer insights on, techniques on, and support for sharing and coordinating ADDs in a GSD setting. This dissertation focuses on both the documentation and the evolution needs for ADDs in localized and global software development. / text

This thesis explores the social processes through which technological change and technologies themselves are negotiated in everyday life. I look to interpersonal communication as a site of such negotiation and focus on the networked practices that extend from mobile telephones, personal computers, and online social platforms. The management of everyday life and interpersonal relationships are shaped by practices of communication management that work through the use of these technologies. I extend and inflect the phenomenological approach to co-presence in interpersonal communication, also reassessing notions of time, for the context of constant networked connection. Drawing from divergent theoretical approaches for understanding technology, an entry point for this thesis was formulated through social interaction. A grounded qualitative approach was used to engage with individuals’ experience of interpersonal communication across everyday domains and contexts of activity. A selection of 35 participants was asked to complete two in-depth interviews, thinking-aloud tasks, and a communication diary. The empirical findings are explored from three perspectives. First, individuals’ relationships to communication tools as objects in an everyday environment are understood for the perceived temporal pressures and a need for networked connection. Second, individuals’ management of those pressures is explored through their imposition of individually controlled barriers to interaction, through which domains of activity are managed by communication practices as relational domains, developing a form of networked awareness between individuals. Third, I examine the forms of negotiation taking place through the interdependency of individual practices, captured by notions of authenticity and perceptions of technologies, as well as a discourse about technology that is enacted through practice rather than communicated through content, what I call meta-communication. I conclude that the negotiated use and role of technologies in interpersonal relationships has implications for the negotiation of wider social changes to the role of technology and to everyday life itself.

Software architecture is considered as a set of architectural design decisions. Capturing and representing architectural design decisions during the architecting process is necessary for reducing architectural knowledge evaporation. Moreover, managing the evolution of architectural design decisions helps to maintain consistency between requirements and the deployed system. In this thesis, we create the Triple View Model (TVM) as a general architecture framework for documenting architectural design decisions. The TVM clarifies the notion of architectural design decisions in three different views and covers key features of the architecting process. Based on the TVM, we propose a scenario-based methodology (SceMethod) to manage the documentation and the evolution of architectural design decisions. We also conduct a case study on an industrial project to validate the applicability and the effectiveness of the TVM and the SceMethod. The results show they provide complete documentation on architectural design decisions for creating a system architecture, and well support architecture evolution with changing requirements. / text

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The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process. / Examensarbetets syfte är att få en djupare förståelse hur pedagoger arbetar med pedagogisk dokumentation, samt vilken betydelse reflektionen har i det pedagogiska arbetet med barnen. Undersökningen har genomförts på två Reggio Emilia inspirerade förskolor. Studien byggs på en kvalitativ studie med semistrukturerade interjuver med öppna frågor, där sex pedagoger delgett hur de ser på pedagogisk dokumentation. Studien är sett utifrån ett kunskapsteoretiskt perspektiv. Resultatet visar att pedagogerna sätter stor vikt på reflektion som ett arbetsverktyg i dokumentationsarbetet. Pedagogerna svarar på barnens frågor med en frågeställning, för att utmana barnen till att utveckla egna hypoteser för problemlösning.

Study: Degree project in teacher education, Advanced Level 15p University of Skövde   Title: Using a blog as a tool for pedagogical documentation in interaction between two preschool teachers and parents.   Pages: 39   Authors: Beatrice Johansson and Ellinor Pettersson   Tutor: Urban Carlén   Date: HT 2013   Keywords: Pedagogical documentation, interaction, blog, communication.   The purpose of this study is to examine preschool teachers’ use of blogging as a tool for pedagogical documentation and the parents’ participation in the blog. The study examines the interaction between the preschool and the children’s homes as well as if the use of a blog contributes to a greater insight for parents in the pedagogical activities.In the latest curriculum, there have been a point of monitoring, evaluation and development, which seems to be a goal in the curriculum that creates uncertainty among the profession, how to configure them. Therefore, we felt that pedagogical documentation would be interesting to investigate. To examine documentation from a current perspective arose blog as a tool.   The study is qualitative and interviews were conducted, as well as snippets of preschool blogs. Two preschool teachers and eight parents were interviewed at two separate municipal preschools in a municipality in Skaraborg. Both preschools conduct their own blogs.   The result showed that a blog is a tool that contributes the parents a greater insight into the preschools pedagogical activities. The blog can be a tool for the preschool teachers to follow, document, evaluate and evolve their pedagogical operation. The results also showed that both the teachers and the parents felt that the blog contributed to more verbal communication about what is happening in the preschool.   In the discussion, the study's methods are discussed and how interview as a method has affected the result of the study. We also debate the study's credibility and how analyzing the interview has provided a greater understanding of the blog as a tool. Then the results are discussed in parity to the literature of the study and our own reflections and expreriences. We also discuss how the use of blogs can be integrated in the preschools approaches and contribute to make parents more involved in the pedagogical activites.

The main objective of this study was to find out what pedagogical documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on pedagogical documentation. To get answers to my questions, the study is based on pedagogical theories from scientists and interviews with three preschool teachers who have different experience on documentation. My main questions were: What characterizes a pedagogical documentation? What tools / materials do I need to do a pedagogical documentation? What is important to consider when starting the process of change with pedagogical documentation? The result shows that pedagogical documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives. Prior to this change you need to have an organization that ensures time for reflection with colleagues is for the work to develop further, and thereby become a pedagogical documentation. Each educator must demonstrate a shared interest and responsibility in which all knowledge is of value.

Curling is an important part of the Canadian cultural landscape, and nowhere is this more evident than in Manitoba. However, the documentation of curling records within archival repositories in the province has occurred without a strategic plan. This thesis first explores the modern archival appraisal theories and then proposes an appraisal model that utilizes a combination of the documentation strategy and macroappraisal in order to develop a strategy for the documentation of curling in Manitoba. Using this model, this thesis first examines the historical and contemporary context of Canadian sport in order to determine curling’s place within it, and then identifies five key functions of curling in order to evaluate, using function-based appraisal methodologies, the quality of the records that have been collected in archival repositories. The functions, structures, and records of two urban curling clubs and one rural curling club in Manitoba are then examined as case studies, and an appraisal strategy is suggested in order to better ensure that the records documenting curling in Manitoba are preserved. This strategy can be used as a template not only for appraising the records of curling, but for all sports.

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This study focused on understanding French language learning from a perspective that began from the participating children’s interests, experiences, and abilities. The study was significant in its use of a Reggio-inspired teaching philosophy and pedagogy in a French Immersion classroom (offering an alternative pedagogy to the more common transmission-oriented and skills-based models of language teaching). The research methodology embedded pedagogical documentation and classroom observation in an ethnographic research tradition. In the study, the teacher-researcher was positioned alongside children, as she learned about the ways in which they learn language through collaborative and authentic experiences, in a transactional setting. With an emphasis on the importance of meaningful learning, the study opens up new possibilities for French Immersion teachers and learners by examining the ways in which English scaffolds French learning, collaboration generates new understanding, and authentic experiences support engaged learning.