Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process. / Doctor of Philosophy / Instructional design is a system of procedures for developing education and training curricula in a consistent and reliable fashion (Branch and Merrill, 2011; Branch and Kopcha, 2014). It embodies an iterative process for outlining outcomes, selecting teaching and learning strategies, choosing support technologies, identifying media, and measuring performance (Branch and Kopcha, 2014). Instructional designers use models of instructional design and instructional development to communicate tasks and procedures of the instructional design process (Andrews and Goodson, 1980). Over the years, numerous models of instructional design have been developed and adapted to meet the varying needs of instructional designers and developers. There is a consensus that most instructional processes consist of five core elements or stages: analysis, design, development, implementation, and evaluation, which are commonly referred to as ADDIE (Seels and Glasgow, 1990; Branch and Kopcha, 2014). While often considered generic, the ADDIE framework contains a useful set of common criteria, which most designers state as important or necessary as a part of any instructional design process (Pittenger, Janke, and Bumgardner, 2009; York and Ertmer, 2011; 2016). Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models (prior experience) to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. For this study, heuristics were defined as generalized stages of an instructional designer's process and design thinking was defined as a human-centered design process for solving complex problems. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process.

In this study, we consider the Turkish postal delivery system and develop an effective solution approach for the combined hub location and routing problem where the location of hub nodes are determined, the nonhub regional postal offices are allocated to the hubs, and the optimal set of routes are determined for each hub. Since the realized post-routing distances between origin-destination pairs are different from those used in the hub-location model, we develop an algorithm that finds the route-compatible hub configuration and allocation paths. The algorithm is the one that iterates between the hub-location phase and a routing phase. Our strategy consists of updating the distances used in the first phase in order to produce a solution that contains the cognition of routes. Some special structures in the routed network are also identified and used for improving the solution. Computational experience is reported.

In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.

In this thesis computer-mediated human interaction and human computer interaction in responsive spaces are discussed. Can such spaces be de-signed to create an affective response from the players? What are the de-sign heuristics for a space that allows for the establishment of affective dy-namics? I research the user experience of players of existing spaces built by the Topological Media Lab. In addition to that I review other relevant ex-perimental interfaces, e.g. works by Myron Krueger and my own earlier piece Riviera in order to analyze their affective dynamics. Also, I review the different applications and programming paradigms involved in authoring such spaces (e.g. Real-time systems like Max/MSP/Jitter and EyeCon) and how to apply them in compliance with the design heuristics.

Cette thèse se concentre sur le genre, le design et la technologie à travers l'artefact des jeux vidéo - les produits de la culture d'ingénierie masculine, et le lien de genre entre ceux qui font les jeux vidéo (Production) et ceux qui les jouent (Réception). Ma recherche porte sur l'industrie du jeux vidéo consacré aux pré-adolescentes qui, il y a 20 ans, était le site de l'entreprenariat féministe espérant remédier au déséquilibre entre les sexes dans les TIC. Si la parité a été atteinte dans la consommation des médias, la production technologique reste délibérément une quête masculine. Cette étude constructiviste en trois phases commence par les préférences personnelles (MBTI) et l'orientation de rôles sexués (BSRI) des femmes dans le développement des jeux, en soulignant leur résistance aux stéréotypes de genre, et se termine par une étude ethnographique des enfants jouant à des jeux vidéo indépendants et non sexistes dans un programme extrascolaire à Paris. Utilisant la sémiotique pragmatique, cette thèse soutient que les croyances et habitudes des stéréotypes négatifs de genre et de technologie sont le principal obstacle à la diversité des genres dans les TIC - limitant le nombre de femmes désirant transgresser les normes de genre dans les professions masculines — et créant une prophétie auto-réalisatrice à travers la socialisation du genre par les parents qui réifient la croyance dans les compétences technologiques masculines tout en développant un accès et un encouragement technologiques inégal entre les sexes. La thèse se termine par de l'heuristique de conception pour la neutralité de genre dans les expériences numériques des enfants. / This dissertation focuses on gender, design and technology through the artifact of video games — technology products of masculine engineering culture, and the gendered link between those that make video games (Production) and those that play them (Reception). My research examines a sector of the video game industry devoted to pre-adolescent girls, which 20 years ago was the site of feminist entrepreneurship hoping to remedy the gender imbalance in ICT (Information and Communication Technology). While parity has been achieved in media consumption, technological production firmly remains a masculine pursuit. This three-phase constructivist study begins with the personality preferences (MBTI) and sex-role orientation (BSRI) of women in game development, highlighting their exceptional resilience to gender stereotypes, and concludes with an ethnographic study of children playing independent, gender-neutral video games at an afterschool program in Paris. Using pragmatic semiotic epistemology, this dissertation argues that the belief-habits of negative gender and technology stereotypes are the principal roadblock to gender diversity in ICT – limiting the number of women willing to transgress gender norms into masculine professions and creating a self-fulfilling prophecy through parents’ gender-socialization that reifies the belief in masculine technological passion and skill while developing unequal gendered technological access and encouragement. The dissertation concludes with strategies for gender-neutralizing technology, including design heuristics for gender neutrality in children’s digital experiences.

[ES] En los últimos años, la fabricación aditiva a través de la extrusión de materiales ha experimentado un desarrollo y adopción acelerados gracias a la amplia disponibilidad de máquinas y materiales de bajo costo. El tamaño de estas máquinas se ha reducido del tamaño del taller al tamaño del escritorio, lo que permite su uso en configuraciones de oficina o en el hogar. Este cambio ha permitido la adopción de la tecnología por la gama más amplia de usuarios que nunca, con o sin experiencia en diseño de ingeniería. Este nuevo paradigma ha creado el desafío de cómo habilitar que estos nuevos usuarios aprovechen las capacidades proporcionadas por esta tecnología. Esta tecnología permite la creación de geometrías complejas y productos personalizados con un coste inferior a los procesos de fabricación convencionales. Además, la gran cantidad de usuarios dispuestos a compartir sus diseños permite encontrar soluciones de diseño desde otros diseñadores. Sin embargo, la amplia gama de configuraciones de máquina, parámetros y materiales requiere brindar soporte para obtener resultados exitosos para cualquier combinación. Esta tesis aborda este desafío identificando las características de diseño y fabricación a considerar e investigando las consideraciones mecánicas y de pos procesamiento. Se propone y evalúa un nuevo marco de diseño que permite a los nuevos usuarios aprovechar las capacidades y considerar las limitaciones. Esta investigación encuentra que es posible crear un conjunto de herramientas de diseño que permita a los usuarios no capacitados diseñar productos utilizando la complejidad habilitada por la tecnología al tiempo que garantiza la funcionalidad y la capacidad de fabricación del producto. / [CA] En els últims anys, la fabricació additiva a través de l'extrusió de materials ha experimentat un desenvolupament i adopció accelerats gràcies a l'àmplia disponibilitat de màquines i materials de baix cost. La grandària d'aquestes màquines s'ha reduït de la grandària del taller a la grandària de l'escriptori, la qual cosa permet el seu ús en configuracions d'oficina o en a casa. Aquest canvi ha permés l'adopció de la tecnologia per la gamma més àmplia d'usuaris que mai, amb o sense experiència en disseny o enginyeria. Aquest nou paradigma ha creat el desafiament de com habilitar que aquests nous usuaris aprofiten les capacitats proporcionades per aquesta tecnologia. Aquesta tecnologia permet la creació de geometries complexes i productes personalitzats amb un cost inferior als processos de fabricació convencionals. A més, la gran quantitat d'usuaris disposats a compartir els seus dissenys permet trobar solucions de disseny des d'altres dissenyadors. No obstant això, l'àmplia gamma de configuracions de màquina, paràmetres i materials requereix brindar suport per a obtindre resultats reeixits per a qualsevol combinació. Aquesta tesi aborda aquest desafiament identificant les característiques de disseny i fabricació a considerar i investigant les consideracions mecàniques i de post processament. Es proposa i avalua un nou marc de disseny que permet als nous usuaris aprofitar les capacitats i considerar les limitacions. Aquesta investigació troba que és possible crear un conjunt d'eines de disseny que permeta als usuaris no capacitats dissenyar productes utilitzant la complexitat habilitada per la tecnologia al mateix temps que garanteix la funcionalitat i la capacitat de fabricació del producte. / [EN] In recent years, additive manufacturing through material extrusion has experienced accelerated development and adoption thanks to the wide availability of low-cost machines and materials. The size of these machines has been reduced from shop floor to desktop size, enabling their usage in office setups or at home. This change has allowed the adoption of the technology by the broadest range of users than ever, with or without an engineering design background. This new paradigm has created the challenge of how to enable these novel users to leverage the capabilities provided by this technology. This technology allows the creation of complex geometry and customised products with a cost lower than conventional manufacturing processes. Furthermore, the large number of users willing to share their designs allows finding design solutions from other designers. However, the wide range of machine configurations, parameters and materials requires providing support to obtain successful results under any combination. This thesis addresses this challenge by identifying the design and manufacturing characteristics to be considered and investigating the mechanical and post-processing considerations. A new design framework that enables new users to leverage the capabilities and consider the limitations is proposed and evaluated. This research finds that it is possible to create a design toolkit that enables untrained users to design products using the complexity enabled by the technology whilst ensuring the product's functionality and manufacturability. / Fernández Vicente, M. (2022). Analysis to Support Design for Additive Manufacturing with Desktop 3D Printing [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/185344 / TESIS

The open nature of Cell-Free Protein Synthesis (CFPS) systems has enabled flexible design, easy manipulation, and novel applications of protein engineering in therapeutic production, biocatalysis, and biosensors. This dissertation reports on three advances in the application of CFPS systems for 1) improving biocatalysis performance in industrial applications by site-specific covalent enzyme immobilization, 2) expressing and optimizing a difficult to express a mammalian protein in bacterial-based CFPS systems and its application for cost-effective, on-demand biosensors compatible with human body fluids, and 3) streamlining the procedure of an E. coli extract with built-in compatibility with human body fluid biosensors. Site-specific covalent immobilization stabilizes enzymes and facilitates recovery and reuse of enzymes which improves the net profit margin of industrial enzymes. Yet, the suitability of a given site on the enzyme for immobilization remains a trial-and-error procedure. This dissertation reports the reliability of several design heuristics and a coarse-grain molecular simulation in predicting the optimum sites for covalent immobilization of a target enzyme, TEM-1 ?-lactamase. This work demonstrates that the design heuristics can successfully identify a subset of favorable locations for experimental validation. This approach highlights the advantages of combining coarse-grain simulation and high-throughput experimentation using CFPS to efficiently identify optimal enzyme immobilization sites. Additionally, this dissertation reports high-yield soluble expression of a difficult-to-express protein (murine RNase Inhibitor or m-RI) in E. coli-lysate-based CFPS. Several factors including reaction temperature, reaction time, redox potential, and presence of folding chaperones in CFPS reactions were altered to find suitable conditions for m-RI expression. m-RI with the highest activity and stability was used to develop a lyophilized CFPS biosensor in human body fluids which reduced the cost of biosensor test by ~90%. Moreover, an E. coli extract with RNase inhibition activity was developed and tested which further streamlines the production of CFPS biosensors compatible with human body fluids.