| 1. |
- Höök, Kristina, et al.
(författare)
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A glass box approach to adaptive hypermedia
- 1996
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Ingår i: User Modeling and User-Adapted Interaction. - 0924-1868 .- 1573-1391. ; 6, s. 157-184
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Tidskriftsartikel (refereegranskat)abstract
- Utilising adaptive interface techniques in the design of systems introduces certain risks. An adaptive interface is not static, but will actively adapt to the perceived needs of the user. Unless carefully designed, these changes may lead to an unpredictable, obscure and uncontrollable interface. Therefore the design of adaptive interfaces must ensure that users can inspect the adaptivity mechanisms, and control their results. One way to do this is to rely on the user’s understanding of the application and the domain, and relate the adaptivity mechanisms to domain-specific concepts. We present an example of an adaptive hypertext help system POP, which is being built according to these principles, and discuss the design considerations and empirical findings that lead to this design.
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| 2. |
- Allvin, Renée, 1956-, et al.
(författare)
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Confident but not theoretically grounded : experienced simulation educators’ perceptions of their own professional development
- 2017
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Ingår i: Advances in Medical Education and Practice. - Macclesfield : DOVE Medical Press Ltd.. - 1179-7258. ; :8, s. 99-108
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Tidskriftsartikel (refereegranskat)abstract
- Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identi ed as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.Methods: A qualitative exploratory study. Fourteen experienced simulation educators partici- pated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identi ed: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being con dent in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.Conclusion: Experienced simulation educators’ pedagogical development was based on self- con dence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the rst clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.
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| 3. |
- Artman, Henrik, 1968-, et al.
(författare)
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Designing Interaction in Interaction Design : Using interactionarires in order to understand student use of interaction design concepts
- 2012
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Ingår i: Designs for Learning 2012. - Copenhagen, Denmark : Aalborg University. - 9788799532803 ; , s. 14-16
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Konferensbidrag (refereegranskat)abstract
- Interaction design is about designing interaction. But how do first year students of interaction design understand and use concepts of interaction in their design processes? By interaction analysis of video material we analyse how students used concepts adhering to interaction. The aspect most frequently used was interactivity. Interaction was mainly handled by using spoken language. While working with physical materials, talk about interaction decreased.
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| 4. |
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| 5. |
- Artman, Henrik, et al.
(författare)
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The Interactionary as a Didactic Format in Design Education
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - Stockholm : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Project-based education allows students to explore real-world problems and challenges. It can also bemore cost-effective than traditional teaching and individual tutoring. However, projects are sometimes messy, need a long takeoff roll and risk being difficult to monitor by teachers. There is a need to better understand and support students’ creative design processes. We propose the ‘interactionary’ format as providing one way forward to meet these needs. An ‘interactionary’ is a highly time-constrained collaborative design assignment which forces students to complete a design task live on stage (Berkun, 2001). We present findings from three separate case studies in which the format has been tested. The studies involved students of interaction design (Ramberg, Artman, Karlgren, 2013) and chemical engineering (Artman, House, Hultén 2014) as well as multidisciplinary student teams (Artman, House, Hultén, Ramberg, Unpublished).Our results show that the interactionary as a didactic format engages students and allows them to explore a messy design space. Furthermore, three phases of the design process were identified in all studies: ideation, sketching and reflection/evaluation. The groups displayed differences in their multimodal approach to design. For example, the engineering students mainly made use of ephemeral communication strategies (gestures and speech) rather than sketching with physical materials, while the two other student groups employed physical materials (clay, lego, paper sketching) to a higher degree. Furthermore, there was a tendency for the design objective to override the specific competences of the participating individuals whereby the design process became a collaborative team effort. Students mainly made use of their everyday knowledge, indicating a need to better address domain knowledge (in interaction design, chemical engineering or other domains respectively). Nevertheless, all thirteen groups in the three studies articulated and produced prototypes and basic use-scenarios within the time-limit which shows that the format engages the students and enables a short project takeoff. There remains, however, the need for research into how teachers can instruct, coach and intervene in the design process as well as in the use of disciplined domain knowledge.
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| 6. |
- Georg, Carina, et al.
(författare)
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A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients
- 2018
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Ingår i: Journal of Nursing Education. - : Slack Incorporated. - 0148-4834 .- 1938-2421. ; 57:7, s. 408-415
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking.METHOD: Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis.RESULTS: A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency.CONCLUSION: The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients. [J Nurs Educ. 2018;57(7):408-415.].
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| 7. |
- Georg, Carina, et al.
(författare)
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Psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric
- 2019
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Ingår i: Nurse Education in Practice. - : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 38, s. 14-20
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Tidskriftsartikel (refereegranskat)abstract
- A number of studies attest to the effectiveness of virtual patients in fostering and assessing students' development of clinical reasoning. An objective assessment of students' clinical reasoning is, however, challenging. This study focused on determining the psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric, a rubric that is aimed at assessing nursing students' clinical reasoning processes when encountering virtual patients. A nonexperimental design was used in which data from 125 students' reflections on solving two different virtual patient scenarios were included in the analysis. First, a deductive content analysis was conducted using the categories of the rubric as a lens. After that, each student's performance was quantified according to the different levels of the rubric. Exploratory factor analysis and test of normality and reliability, including the Kaiser-Meyer-Olkin test, Bartlett's test, the Shapiro-Wilk test, and Cronbach's alpha were used in the analysis. The result suggested three factors: "Understanding the patient", "Care planning" and "Reflecting" that explained 81.8% of the variance. Cronbach's alpha was 0.931. The result showed the rubric to be a valid assessment instrument for assessing nursing students' clinical reasoning when encountering virtual patients.
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| 8. |
- Jafari, Javad, et al.
(författare)
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Designing internet-enabled patient education for self-management of T2D diabetes : The case of the Razavi-Khorasan province in Iran
- 2021
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 16:4
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Tidskriftsartikel (refereegranskat)abstract
- Background The number of people with diabetes is estimated to increase to 642 million by 2040, with most having type 2 diabetes. Patients with diabetes require continuous monitoring and possible treatment changes. Patient education is the process of enabling individuals to make informed decisions about their personal health-related behaviours and internet-enabled interventions have the potential to provide support and information to patients with diabetes. Objective The aim of the study was to design a portal prototype based onto two models of care and a contextualised education programme to support the self-management of diabetes patients by involving stakeholders in the Iranian province of Razavi-Khorasan. Methods A Design-Based Research framework was adopted. A qualitative research method was used to analyse interviews with patients and care givers. Mock-ups were developed first and designed with features of user-driven and self-care models of care. The mock-ups also had adaptation features, such as for control of the disease, ability to cure self, and family support. The portal prototype was developed iteratively by building on the mock-ups and evaluated through interviews. The features and elements of the mock-ups and the portal prototype were evaluated in an outpatient diabetes clinic in Mashhad. Results Thirty-three participants were involved in the study. The evaluation of the mock-ups resulted in two themes and seven categories: 1) self-care improvement, including self-care requirements and self-management, and 2) educational usefulness, including medical information, information mode, mobility, interaction, and efficiency. The mock-up evaluation was used as a basis for designing a portal prototype. Next, the portal prototype was evaluated, and three categories emerged from the interview data: 1) user experience, 2) functionality, and 3) interactivity. Participants were not able to prioritise between the two care models. Some functionalities of the portal could benefit from the development within a cultural context to determine differences to the best way to present material. Conclusions A portal prototype has been designed to include two care models to support self-management and functionalities that support aspects of culture-specific diabetes self-care. This study provides guidance on developing an internet-enabled educational portal, aimed at providing support for patients in their social context.
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| 9. |
- Karlgren, Klas, et al.
(författare)
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Designing Interaction : How interaction design students address interaction
- 2016
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Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; 26:3, s. 439-459
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Tidskriftsartikel (refereegranskat)abstract
- Interaction design is usually described as being concerned with interactions with and through artifacts but independent of a specific implementation. Design work has been characterized as a conversation between the designer and the situation and this conversation poses a particular challenge for interaction design as interactions can be elusive and difficult to describe. Moreover, current trends in interaction design introduce physical materials to a higher degree resulting in even more complex design situations. There is a lack of knowledge about how interaction designers, and especially students, address the very phenomenon of interaction. This study contributes by describing how interaction design students attempt to address aspects of interaction and by presenting an in-depth analysis in the context of an interactionary-type design exercise.The quantitative and qualitative findings showed that (1) the design students brought up aspects of interactivity and dynamics through talk and gestures but (2) a comprehensive design idea about interaction did not guide the design work and they were to a little degree engaged in planning sequences of interactions or interaction on a longer time scale; (3) using physical materials disrupted interaction design, and, (4) there was a lack of continuity throughout a design session when addressing interaction compared to how proposals about artifacts were pursued.As interaction is the core of interaction design, the findings are discussed in terms of how the immaterial design materials may “talk back” to designers. Practical strategies for how the observed phenomena could be constructively addressed within interaction design education are suggested.
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