Pervasive computing proposes a new paradigm for human-computer interaction. By embedding computation, sensing, and networking into our daily environments, new computing systems can be developed that become helpful, supportive, and invisible elements of our lives. This tight proximity between the human and computational worlds poses challenges for the design of these systems - what disciplines should be involved in their design and what tools and processes should they follow? We address these issues by advocating for interdisciplinary design of pervasive computing systems. Based upon our experiences teaching courses in interactive architecture, product design, physical computing and through surveys of existing literature, we examine the challenges faced by interdisciplinary teams when developing pervasive computing systems. We find that teams lack accessible prototyping tools to express their design ideas across domains. To address this issue we propose a new software-based design tool called electronic storyboards. We implement electronic storyboards by developing a domain-specific modeling language in the Eclipse Graphical Editor Framework. The key insight of electronic storyboards is to balance the tension between the ambiguity in drawn storyboards and the requirements of implementing computing systems. We implement a set of user-applied tags, perform layout analysis on the storyboard, and utilize natural language processing to extract behavioral information from the storyboard in the form of a timed automaton. This behavioral information is then transformed into design artifacts such as state charts, textual descriptions, and source code. To evaluate the potential impact of electronic storyboards on interdisciplinary design teams we develop of user study based around ``boundary objects''. These objects are frequently used within computer-supported collaborative work to examine how objects mediate interactions between individuals. Teams of computing and non-computing participants were asked to storyboard pervasive computing systems and their storyboards were evaluated using a prototype electronic storyboarding tool. The study examines how teams use traditional storyboarding, tagging, tool queries, and generated artifacts to express design ideas and iterate upon their designs. From this study we develop new recommendations for future tools in architecture and fashion design based upon electronic storyboarding principles. Overall, this study contributes to the expanding knowledge base of pervasive computing design tools. As an emerging discipline, standardized tools and platforms have yet to be developed. Electronic storyboards offer a solution to describe pervasive computing systems across application domains and in a manner accessible to multiple disciplines. / Ph. D.

Thesis advisor: C. Patrick . Proctor / The demand for talent in the technology sector and the notion of computational thinking as everyday skills propel computing to enter middle school classrooms. The growing popularity of physical computing in educational spaces also infuses computing with elements of creativity and joy. Despite these recent movements, computing remains primarily in informal spaces due to a shortage of computer science teachers and the increasing focus on standardized testing. Arguing that computing and science share practices, this study views computing as problem-solving tools for science and proposes an integrated approach to teaching computing in science classrooms that takes advantage of the affordances of modern physical computing devices. Based on this perspective, a set of physical computing tools was developed to de-emphasize the mechanisms of computer science and shift focus to problem-solving and authentic scientific practices. This study aims to investigate the experiences of two science teachers and 16 students who learned to build self-regulated smart tabletop greenhouses with these tools as complete novices and critically evaluate the principles that undergird the design of the tools. With a qualitative, multiple case study design, this study answers two questions: 1) how did the teachers implement and reflect on their instruction? 2) how did the students engage with computing and science? Data from interviews and observations suggest that although the teachers shared similar instructional practices, their conceptualizations of the interplay between computing and science differed initially. They also had different instructional focuses and followed different trajectories in teaching, which may have produced subtly different understandings of computing-science relationships from their students. Despite these differences, all participants’ understandings of computing-science relationship conformed to a reciprocal pattern, which augmented the shared-practice argument for the integrated approach found in the literature. The challenges that the participants experienced contributed to the revision of the design of the computing tools. Based on these findings, the study recommends future directions in disambiguating the role of computing in middle school classrooms and in working with science teachers who are often simultaneously content experts and computing novices. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes. / A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project. / The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.

Many Canadian cities are collectively considering pedestrians, cyclists, public transit, automobiles, and the movement of goods through complete streets, aspiring to enable all people, regardless of age, income, abilities, or lifestyle choices to use streets. Canadian municipal transportation practices are largely based on conventional approaches, where the movement of motor vehicles is a priority. The purpose of this practicum is to identify ways that selected precedents from Canadian and European municipal practices, may inform Canadian municipalities as they seek to incorporate the needs of pedestrians and cyclists – encompassing city planning, transportation engineering, architecture, and urban design considerations. The results of this research exemplify the interdisciplinary involvement required for creating streets as both links and places. Recommendations for Canadian municipalities include aligning municipal design practices with complete streets practices and incorporating interdisciplinary inputs in street design. Ensuring an interdisciplinary university education is recommended for street design professions. / October 2015

Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes. / A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project. / The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.

The use of parametric CAD models in engineering, analysis, and optimization has greatly enhanced the effectiveness and efficiency of the product development process. Parametric models provide an attractive avenue for expansive design exploration. There still exists, however, a great challenge for products requiring design input from multiple disciplines. The collaboration of engineering disciplines can be hampered by many factors including: competing design objectives, communication of design changes, the use of different design and analysis software, and different geometry definitions. These obstacles become compounded when developing products at the assembly level. The use of solid parametric assembly models is not readily employed for products developed by groups from differing engineering disciplines. This is due to the huge cooperative effort required to create, analyze, and iterate on the geometry of the assembly model. The objective of this thesis is to present a method for separate disciplines to be able to analyze multiple parameterizations of the same CAD assembly to help develop a master parametric assembly, and to define the design space to be explored during analysis and optimization. This is done through a custom application developed using the Application Programming Interface of Siemens' NX CAD software. The custom application allows the user to monitor the affects of manipulating the driving parameters of an assembly by observing user specified geometry, features, or parametric expressions. The application also allows switching from one set of parametric design rules controlling the assembly to another in a matter of seconds. Manipulating and observing key geometry from different parameterizations allows engineering teams to discover the impact of each discipline's driving equations and geometry on another discipline. This will have a profound impact on multidisciplinary design teams in developing a robust parametric assembly, while still taking consideration of the requirements of each discipline. The collaborative efforts in the development of parametric assembly models used by multidisciplinary design teams are vastly improved through the method and application developed herein. This research will also show both the enhancements that could be made to existing CAD software, as well as the benefits of custom design tool development within the CAD environment.

The perceived value of interdisciplinary design among designers and the application of the design process was investigated. The research was designed to determine if interdisciplinary design was perceived to be beneficial to practitioners and educators. An 11-item survey was produced by the researcher and consisted of general demographic information, undergraduate education and training, and the benefits of interdisciplinary design. The sample was composed of representatives of the top 100 interior design firms of 2003 and members of the Interior Design Educators Council (IDEC). Respondents indicated training in Architecture, Graphic Design, Interior Design, and Industrial/Product Design, with Architecture and Interior Design comprising the majority of responses. The greater part of those surveyed indicated training in only one discipline. Results showed that interdisciplinary design is perceived to be beneficial; specifically, interdisciplinary design education makes designers professionally more marketable.

The studys purpose has been to investigate similarities and differences in access to digital tools in Swedish municipal primary school dependent if the scools geographic place is in a bigger town or on the countryside. One of the studys research questions has been to investigate if it´s possible to discover any differences current the teachers attitudes and the pupils use of them in education dependent the schools geograpich place. Our geographical location where we grow up influences and prepare us for a future life in different ways. Different economic, social, political and cultural conditions of places are factors that contribute to children and young being given different conditions in their growing up enviroment accordning to earlier research. The school as an institution has an important role in preparing the future generation with the ICT- skills they will need to live in a digital world. The essay has an interdisciplinary approach where the interdisciplinary discipline child and youth studies form the basis, which is supplemented by the addition of cultural geographical perspectives. My presentation of research overwiew includes previous research from both scienticif disciplines. The methods used for collecting and analysing data is a mixed- method where quantitative data in the form of existing statistics and conducted qualitative semi- structured interviews has been used. The result of the study shows that there is a difference between the town and the countryside in access to broadband which affect the use of digital tools in education in the schools I´ve investigated. They also indicate that it´s a difference in what kind of digital tools the schools placed in different geographic areas have access to. It´s also possible to discover some differences in the pupils use of the digital tools in education, depending on the schools geographic place. Accordning to my results there is a development area int he work with ICT in primary municipal school´s education, that includes the knowledge of the pupil´s socioeconomic backgrounds and geographical conditions to be able to strive for equal conditions for students to become digitally competent citizens in the future.

Architecture informs the structure of society, determining how people move, whose paths cross, and which resources are accessible. By merging social justice initiatives and architectural design, buildings have the power to provide equity, strengthen communities, and encourage dialogue. Empowerment of residents and the disruption of mass incarceration are the goals of this proposal, implemented through community engagement techniques and a mixed-use program supporting employment, job training, housing, social networks, and healing. Located in Midtown Edmondson's neighborhood of West Baltimore, this social justice center restores a dilapidated parcel of land and former ice factory. The proposed food hall, community center, and garden invite fluid exchange between this hub of resources and the larger society. Simultaneously, current inmates will have the opportunity to engage with the development process through a construction and design apprentice program. Former inmates will find immediate resources to ease the transition back into their community upon release, with supportive networks contributing towards lower recidivism rates and the restoration of voting ability and voice. In a cyclical process, upward individual and communal growth will be redistributed back into the community. Alongside these individuals, local residents are also invited into the fabric of this social justice center. The project offers interdisciplinary and multi-scalar design from landscape to interiors, adaptive reuse, to new build architecture. By acknowledging history, actively listening, and designing with intention, this project meets current needs and offers a unique perspective on social architecture. With human rights at the forefront of design decisions, the final proposal reveals that design has the power to incite and actively work towards social justice and disrupt systemically racist institutions, like mass incarceration. / Master of Architecture / Design that disrupts, takes action and initiates social change against mass incarceration is the goal of this thesis. Through an interdisciplinary approach, engaging with the community through landscape, interior and built form, architecture has the power to interrupt current models of discrimination at the community level and provide platform for people to be empowered to work towards change. The Dr. Lillie Jackson Center for the Arts and Social Justice showcases an alternative means to incarceration, mass surveillance, and removal of voice in West Baltimore. This community center reinforces the idea that public land remain public and that employment, housing, and community networks be seen as a human right, freely accessed. This new model for community empowerment uses architecture to demand autonomy, where people determine the future of their cities and livelihoods. It showcases that the removal of racist institutions and policing policies is not only possible but imperative to attaining social justice. Built environments shape how people experience a city and the degree of safety, freedom, and power which is felt by each individual who occupies it. With this idea in mind, the Dr. Lillie Jackson Center states through its design moves, that mass incarceration must end and in its place, a new model for community driven, bottom-up initiatives which restore, heal and offer opportunities for growth.