This study used a design based-research (DBR) methodology to examine how an Instructional Systematic Design (ISD) process such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) can be employed to develop a web-based module to teach metacognitive learning strategies to students in higher education. The goal of the study was twofold: (a) to examine the use of a systematic ISD process, ADDIE, to develop a web-based module that would be considered valid and effective, and (b) to use the design-based research (DBR) methodology to create relevant outcomes for practitioners in the field of IT while adding to the body of IT research. As in other DBR studies, a large amount of qualitative data was collected. DBR studies usually call for a variety of data collection instrument. In this study, a total of two interviews and twelve questionnaires were used to gather data. The outcomes of the study suggested that using a systematic approach such as ADDIE to develop a valid and effective interactive web-based module was still viable. Additionally, although the outcomes from this study did not form a basis to propose a new ISD model, it highlighted five key activities that could be added to the ADDIE process to accommodate development of a quality interactive web-based product. The five activities are as follows: (1) to conduct a detailed front-end analysis, (2) to develop a prototype early in the process, (3) to integrate formative and summative evaluations, (4) to assimilate iterations of "design-evaluate-refine" cycles throughout the process, and (5) to accommodate flexibility within the process. Furthermore, using the DBR methodology yielded results that added to the body of IT research and it provided support of the use of this methodology within the instructional technology discipline.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

The iTour Project is an empirical study of the design of online interactive animated tours (iTours), and establishes a knowledge base for technical communicators and new media designers working in this area. The key objectives of this research were to understand the features of effective iTours; to explore the processes and techniques of designing and testing effective iTours; and to establish new praxis in new media design for technical communication. Design artefacts resulted from six key activities including: (1) Sub-project 1- RMIT Multimedia Online documentation with basic animation; (2) Sub-project 2- Online @ RMIT Orientation with some iTour animation; (3) Third-party iTour analytical review to deconstruct iTours and determine key elements; (4) Sub-project 3- Online @ RMIT iTours; (5) iTour Guidelines; and (6) A second, more comprehensive third-party iTour analysis to test the Guidelines. The outcome of the research is encapsulated in a web site that binds the artefacts of design sub-projects with a set of Guidelines. These Guidelines form a conceptual, structural and operational framework for iTour designers, and draw on the knowledge established while designing and testing iTours, analysing third-party iTours, and researching comparative fields. These fields include technical communication; new media; web; usability design and testing; and, to a lesser extent, software design and testing. The Guidelines, in conjunction with the knowledge base, were developed to facilitate effective communication through iTours. Through this research, the design action case study was established as a hybrid research approach: design research and action research are blended; and knowledge is situated within, and derived from, a case study. In support of design research, the PDIOR design cycles have been specified and include these phases: plan; develop; implement; observe; and reflect. The PDIOR approach combines design research and action research in a cyclical mode to explore technical communication and new media activities. Finally, eleven principles for designing effective iTours emerged from this research project. Articulation of these principles, in addition to the Guidelines, contributes new knowledge in the field for technical communicators, new media designers and others, who wish to engage in iTour design.

The report explain the steps taken to improve a product (SOLVINDEN), which uses sun and wind energy to generate light and is used for outdoor decoration. The research involves improvements in both designas well function. As the form follows function in the product functionality of the form is very important in selection of the form. Some of important topics which are considered are different way of using wind to charge batteries, blades profiles and shape, way of optimizing generator, ratio of the optimal solution between of how much wind power is needed tostart charging and charging efficiency. The report also includes differentway of manufacturing, testing and finalizing the right form afteroptimizing. The solar power and the batteries are not in the scope of theproject.

Reality-based interfaces bring new design opportunities to social games. These novel game interfaces, exemplified by Wii, Kinect, and Smart phones, leverage players' existing physics, bodily, environmental, and social skills. Moreover, they enable a shared hybrid physical-digital space in which the players' co-presence can be enhanced by their physical and digital co-location. However, many digital social games occupy players' attention with the digital display and content, reducing their attention spent on one another and limiting the synchronization of actions and emotions among players. How do we design technologies that do not interfere with social play but enhance and innovate it? In this thesis work, I focus on one particular kind of reality-based interfaces, Handheld Augmented Reality (HAR), to extend players' interaction from the small mobile devices to the shared hybrid space around a computationally trackable surface. This thesis explores how to encourage social play with HAR interfaces, which brings in challenges of designing with the affordances and constraints of the HAR interface, understanding the complicated phenomenon of social play, and integrating these understandings in multiplayer HAR game design. Adopting Research-through Design as the overarching research method, I collaborate with multiple teams, design and study three multiplayer HAR game prototypes. I present four main contributions. First, this work yields design artifacts and examples of social games with HAR interfaces. I communicate to the game design and Augmented Reality communities through these prototypes, including BragFish, ARt of Defense, and NerdHerder. Second, I provide empirical findings on social play in a shared hybrid space. Through lab-based user studies, observation, video analysis, interviews, and surveys, I collect and analyze interpersonal play behaviors and emotions in the shared hybrid space enabled by the HAR interface. Third, I adopt and adapt sociological theories to the domain of social games. I generate a list of theory-based design guidelines for co-located social games, especially HAR games. I prove its usefulness through the user study on an HAR game that embodies a subset of these design guidelines. Fourth, this thesis work is a case study that bridges Human Computer Interaction knowledge and methods with game design practices. It shows the outcome and benefits of multidisciplinary research, calling for more effort in integrating reality-based interfaces, as playful and experimental design materials, into different phases of game design process.

Personas, fictional user profiles based on research data, have gained popularity in the design field over recent years. These profiles include names, personalities, behaviors, and goals that are representative of a unique group of individuals. This paper examines the creation and utilization of personas as a tool for understanding others, specifically within the context of product design. A review of current literature revealed published methods for creating and using personas, along with the challenges and benefits associated with this tool. Current design industry practices were investigated through 15 semi-structured interviews with design professionals. Topics included persona creation and implementation, the tools use, and perceived outcomes from the inclusion of personas in the design process. Participatory research examined persona creation methods including user data collection and the selection of topics to be included in these profiles. Additionally, persona utilization was investigated through the tools integration into a 12-week Industrial Design student project. Observations and interviews with 8 student groups and instructors revealed the tools impact on the design process and potential within the educational environment, with specific attention being paid to universal design applications.

Everything around us that is not a simple untouched piece of nature has been designed by someone. Human society has found a great refuge in these designed objects or the artefacts, and thus has adapted vociferously to their inclusion into everyday life. From the early conception as art and then lately as scientific activity, now during the last few decades, designing has been understood as a fundamental aspect of human life. This understanding has become a motivating force in the last four decades for design research community. Remarkable theories, methods, models and approaches for designing have been propounded during this period by various active design researchers. Yet a comprehensive design theory remains largely an elusive dream, and usage of proposed methods in practice unimpressive. The dominant paradigms in design theory, though rich in description seem to lack interconnection. The thesis explores and questions the very foundations on which design theories have been built. Theoretical contemplation over designing is sought through asking why question, which brings in context to the forefront. Thus understanding context in designing is the central theme to this dissertation. Incidentally it is the context that holds key to the enhanced usage of design methods in practice. The thesis presents a basis to thaw the development of design theory, and provides a pragmatic approach to augment usage of design methods in practice. These objectives have been achieved through the approach outlined below. • An extensive discussion on the notion of context is presented, underpinned by the detailed survey of definitions and world views held in by various domains of studies in regard to context. The salient characteristics of context identified through this discussion have been used to articulate a concise definition of context. • A comprehensive dialogue, supplemented by the literature in design, incorporating dyv of design, designing, artifacts, and context has been put forth. The theoretical insight obtained has been abstracted into an elemental model of context in designing, that is then elaborated at length. • Definitions of context in designing, context of designing, and that of designing in context have been formulated, using the definition of context and the elemental model of context in designing. • The empirical validation of the proposed model of context in designing has been carried out, which runs across six design projects, accounts for academic; controlled; and industrial environment, as well as focuses on both individual and team designing. Four methods for data collection and analysis - Questionnaire survey, design protocol analysis study, replication protocol analysis, and participant observation study were employed in this exercise. • A detailed prescriptive study for development of aid to designers; in selection process of design methods has been carried out. Based on the issues identified in the literature and survey with designers, a measure to assess contextual usability of design methods (MACUM) was formulated. A web-based software tool based on MACUM has been developed for supporting design method selection process. The thesis concludes that the dominating paradigms in design theory only represent the partial perspective of designing. It is argued that, the proposed model of context in designing provides a sound basis to coherently redress the disjunctions between paradigms of design and progress towards a holistic design theory. And further on the practical end, the thesis underlines the contribution of MACUM towards sustained usage of design methods in practice.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of this research is to investigate the influences that Information Retrieval Systems such as online Search Engines and Databases have on designers' early searching strategies. The study involves the observation of designers transforming early design language into query 'keyword' language for the operation of Information Retrieval Systems and how this transition causes a shift in early design exploration. This transformation is referred to in this research as the CLASS activity; Converting Language from Abstract Searching to Specific. Findings show a common pattern across the activity of both professional and advanced student designers. Information Retrieval Systems are seen to drive the searching process into specific, explored domains rather than stimulate an 'abstract' broad investigation. The IR systems are built upon categories that are created to manage the information content. It is these categories that require a person to use defined keywords and query sentences to operate the Information Retrieval Systems. The findings suggest that using Information Retrieval Systems prior to defining the scope of a design problem causes designers to prematurely focus on specific searching.

Mathematical modelling problems are embedded in written, representational, and graphic text. For students to actively engage in the mathematical-modelling process, they require literacy. Of critical importance is the comprehension of the problems' text information, data, and goals. This design-research study investigated the application of top-level structuring; a literary, organisational, structuring strategy, to mathematical-modelling problems. The research documents how students' mathematical modelling was changed when two classes of Year 4 students were shown, through a series of lessons, how to apply top-level structure to two scientifically-based, mathematical-modelling problems. The methodology used a design-based research approach, which included five phases. During Phase One, consultations took place with the principal and participant teachers. As well, information on student numeracy and literacy skills was gathered from the Queensland Year 3 'Aspects of Numeracy' and 'Aspects of Literacy' tests. Phase Two was the initial implementation of top-level structure with one class of students. In Phase Three, the first mathematical-modelling problem was implemented with the two Year 4 classes. Data was collected through video and audio taping, student work samples, teacher and researcher observations, and student presentations. During Phase Four, the top-level structure strategy was implemented with the second Year 4 class. In Phase Five, the second mathematical-modelling problem was investigated by both classes, and data was again collected through video and audio taping, student work samples, teacher and researcher observations, and student presentations. The key finding was that top-level structure had a positive impact on students' mathematical modelling. Students were more focussed on mathematising, acquired key mathematical knowledge, and used high-level, mathematically-based peer questioning and responses after top-level structure instruction. This research is timely and pertinent to the needs of mathematics education today because of its recognition of the need for mathematical literacy. It reflects international concerns on the need for more research in problem solving. It is applicable to real-world problem solving because mathematical-modelling problems are focussed in real-world situations. Finally, it investigates the role literacy plays in the problem-solving process.