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.

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.

Esta pesquisa se propôs a construir uma breve cronologia da evolução do desenho industrial no estado do Rio de Janeiro, tendo como fio condutor três linhas de atuação do design: prática profissional (profissionais, escritórios, empresas, produtos e projetos), ensino e promoção/divulgação (eventos, conferências, exposições, premiações e concursos). Estas informações hoje se encontram dispersas ou são de todo desconhecidas do grande público. A pesquisa então procurou levantar, organizar e analisar criticamente esse volume de dados e informações, de modo a documentar e resgatar o desenvolvimento do design industrial no Rio de Janeiro. Este trabalho concentrou o foco do estudo histórico no design de produto, visto que uma série de trabalhos recentemente publicados já iniciou o processo de prospecção histórica do design gráfico no Brasil. Em que pese, além disso, que um estudo regionalizado do design de produto, centrado no Rio de Janeiro, ser uma contribuição relevante à historiografia do design brasileiro. A pesquisa fez uso de técnicas qualitativas de obtenção e tratamento de dados, destacando-se a pesquisa bibliográfica (sempre que possível fazendo uso de fontes primárias); o contato (via cartas, entrevistas e/ou acesso a websites) com as personalidades envolvidas nos eventos citados no texto; e, finalmente, a consulta a arquivos (públicos e privados). Ao se concluir a pesquisa, foram organizadas três cronologias independentes relativas a cada um dos subproblemas propostos a partir da questão central. Essas cronologias identificaram e contextualizaram as diferentes áreas de atuação do design de produto, descreveram o processo de implantação e desenvolvimento do ensino do design e documentaram as iniciativas no âmbito da divulgação e promoção do design de produto no Rio de Janeiro. O capítulo cinco apresenta as conclusões da análise da pesquisa. / This research intends to build up a brief chronology of product design development process in the state of Rio de Janeiro, following its three main areas of influence: professional practice (designers, offices, companies, products and projects), design promotion (events, conferences, exhibitions, awards and competitions) and design tuition (the formative path of product design college education). As today this information is either dispersed or unknown to the public, this work intends to uncover, organize and eventually analyse this amount of data in order to provide documentation and also rescue the development of industrial design in Rio de Janeiro from its oblivion. This work focused on the historical development of product design, as long as previous works have already started out the research on the history of graphic design in Brazil. Qualitative techniques were mainly used to obtain and process data such as the search into the actual bibliography (recurring to primary sources whenever possible), the contact (by letter, interviews and/or access to websites) with professionals involved in the events mentioned in the text and the search into public or private files. The research outcome was organized into three independent chronologies which identified and related the different areas of influence of product design that were documentary in the design college tuition evolutionary process. This brought evidence to initiatives in the scope of design diffusion in Rio de Janeiro. The last chapter presents conclusions pertaining to the analysis of the main line of design evolutionary process. Being a regional oriented research, concentrated in Rio de Janeiro, it may turn out to be a relevant contribution to Brazilian design historiography.

In this thesis, we report the findings of designing data export functionality in Uppsala University Psychosocial Care Program (U-CARE) at Uppsala University. The aim of this thesis was to explore the design space for generic data export functionality in data centric clinical research applications for data analysis. This was attained by the construction and evaluation of a prototype for a data-centric clinical research application. For this purpose Action Design Research (ADR) was conducted, situated in the domain of clinical research. The results consist of a set of design principles expressing key aspects needed to address when designing data export functionality. The artifacts derived from the development and evaluation process each one constitutes an example of how to design for data export functionality of this kind.

In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laboratory activity relates to the potential and complications of experimental activities in science education, as described in the vast literature on the topic. It is argued that the use of smartphones constitutes an interesting use of new technology for addressing known problems of practical work. Of particular interest is that smartphones offer a way to bridge the gap between the everyday life of students and the world of physics experiments (smartphones are powerful pocket laboratories). The use of smartphones also avoids using unfamiliar laboratory equipment that is known to hinder focus on intended content, while at the same time exploring a powerful tool for data acquisition and analysis. Overall, the use of smartphones (and computers) in this manner can be seen as the result of applying Occam’s razor to didactics: only familiar and readily available instrumentation is used, and skills learned (movie handling and image analysis) are all educationally worthwhile. Although the activity was judged successful, a systematic investigation of learning outcome was out of scope. This means that no strong conclusions can be drawn based on this limited work. Nonetheless, the smartphone activity was well received by the students and should constitute a useful addition to the set of instructional approaches, especially since variation is known to benefit learning. The main failure of the design was an overestimation of student prior knowledge on motion physics (and its application to image data). As a consequence, the activity took required more time and effort than originally anticipated. No severe pitfalls of smartphone usage were identified, but it should be noted that the proposed activity – with its lack of well-defined results due to variations in kick strength – requires that the teacher is capable of efficiently analysing multiple student films (avoiding the feedback process to become overwhelmingly time consuming). If not all student films are evaluated, the feedback to the students may become of low quality, and misconceptions may pass under the radar. On the other hand, given that programming from 2018 will become compulsory, an interesting development of the activity would be to include handling of images and videos using a high-level programming language like Python.

Mobile technology has allowed the traditional boundaries that exist between formal learning and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the process of knowledge acquisition and knowledge creation in a formal learning environment. Factors affecting the design, testing and ultimate feasibility of using mobile devices such as cell phones to enhance teaching and learning in well-resourced developed, and under-resourced developing schools are identified. Findings in this study point to the general acceptance of using mobile technology as a readily available vehicle, to provide access to contents and allow learners to contribute to the collective body of knowledge from their own perspective. Copyright 2007, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Batchelor, J 2007, Mobile information communication and technology use in secondary schools : a feasibility study, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09102007-161045 / > / Dissertation (MEd (Computer Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This thesis contributes to research that informs the design of autonomous vehicles (AVs). It examines interactions among various types of road users, such as pedestrians and drivers, and describes how findings can contribute to the design of AVs. The work was undertaken as part of a research internship at Nissan Research Center-Silicon Valley on the Human Understanding in Design team. Methods included video ethnography “travel-alongs” which captured the experience of travel from the point of view of drivers and pedestrians, analysis of interaction patterns taken from video of intersections, and analysis of road laws. Findings address the implications of what it will mean for AVs to exist as social entities in a world of varied road contexts, and how AVs might navigate the social act of driving on roads they share with a variety of human users. This thesis contributes to an emerging body of research and application on the subject of the AV in the world.

This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect were established and these findings influenced the development of activities. These activities were tested, refined and re-tested in an iterative cycle and finally provided prospects on teaching the Doppler Effect. Educational Design Research (EDR) was used to bridge theory and practice in education. This study was done in the Vhembe district in the Limpopo province. In the first cycle, questionnaires and interviews with 32 teachers and a subject advisor were used to establish the baseline with regards to the challenges of teaching the Doppler Effect. After the analysis of the data which forms the first cycle of EDR, the content and methodological problems faced by teachers when teaching the Doppler Effect were revealed. In the second cycle of the EDR, learning activities were developed that was informed by the analysis and tried out in 2 schools by learners and their teachers. Completed activity sheets were marked and the results were used to determine if there were a correlation between the activity sheets and the written test. Problems were documented and changes to the activities were again made and tried out in 10 schools by 216 learners with the help of 10 teachers. The data collected from the learners` work sheets were analysed. Pearson`s product moment correlation has shown that there is a statistically significant relationship (r = 0.65; p < 0.01) that exists between these design-research activities and solving of problems on the Doppler Effect. An instructional manual was developed comprising of the final activities. This was distributed amongst the district officials and teachers to assist them in the teaching of the Doppler Effect in the Vhembe district. / Physics / M.Sc. (Mathematics, Science and Technology Education)

Brain of Materials ist eine Plattform für innovative und smarte Materialien, die Designern, Entwicklern und Ingenieuren diverser Branchen dabei hilft, ihre Produktentstehungsprozesse zu optimieren und zu beschleunigen.

The world is facing a food shortage as the world’s population increases and arable land decreases. Despite this, the food industry is wasteful, and 30% - 40% of all produced food is lost before reaching the end consumer. Emerging technologies aim to increase the amount of food that can be grown per m2 or allow the growing of food in climates or on lands previously impossible. Four main farming techniques utilising these emerging technologies are Controlled Environment Agriculture, Hydroponic Farming, Urban Farming and Vertical farming. When used together, these techniques form the basis for what can be called a Plant Factory. Despite the positive effects these technologies have on the production rate, few Plant Factories have managed to achieve profitability. By creating support for developing the post-harvesting system for a plant factory, this thesis aims to aid in the development of profitable plant factories. The thesis uses Design Research Methodology to achieve this aim in three parts. The first part identifies the underlying factors of the post-harvesting system affecting plant factory profitability. The second presents a set of support components that will aid the developers to improve key factors affecting profitability. The third part is a case study where the support components applicability at targeting the key factors are evaluated, and suggestions for further improvements and testing of the support is suggested.  Further, using Design Research Methodology, the methods used to develop support in this thesis are presented to easily be replicated by other researchers to aid them in developing support for other industries and circumstances. The suitability of the developed support was tested using the principles of an initial DS-II. The developed support proved very useful for the investigated case, and with its conditions, the application evaluation was considered a partial success. Two key factors were successfully improved and indicated that the intended support is ready for a comprehensive DS-II. A third support component needs more work to provide the intended support fully. Therefore a second  PS iteration is recommended before a comprehensive DS-II is done to increase its value.