Basics of qualitative research: Grounded theory procedures and techniques

In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.

Design Prototypes: A Knowledge Representation Schema for Design

Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

The Idea of a Social Science and its Relation to Philosophy.

the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

The Cambridge Handbook Of The Learning Sciences

As I grow older, I come to realize that I shouldn’t let principles always stand in the way of good ideas. Thus, though I’ve made a commitment to no longer contribute to closed scholarly works, I can’t help but at least contribute a review of The Architecture of Productive Learning Networks by Lucila Carvalho and Peter Goodyear. A personal disclosure is that I count Goodyear as a friend and I was present when the book was being planned after the Networking Learning Conference in Maastricht in 2012.

The Architecture of Productive Learning Networks

Legitimating design: a sociology of knowledge account of the field

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

The primary purpose of this chapter is to explain the framework that we have 
been developing to analyze learning networks and other complex examples of 
learning in situ (Goodyear and Carvalho 2013). We outline the evolution of the 
framework, and provide a rationale for its composition and use. Part of our 
argument is that more sophisticated methods of analysis are needed to represent 
the complexity of modern learning situations. We use some ideas from architecture, 
human-computer interaction, science and technology studies and a number of 
associated fi elds to analyze learning networks – including ideas about the relations 
between built forms (space, place, tools, artifacts, texts) and human activity.

Framing the Analysis of Learning Network Architectures

For many years now software process improvement (SPI) has been recognised as an effective way for companies to improve the quality of the software they produce and the productivity with which they work. Much work has gone into developing and selling improvement paradigms, assessment methods, modelling languages, tools and technologies. The challenge for -small-to-medium software development companies (SMEs) now is to find a way to apply these SPI technologies to realise their company's improvement goals. For SMEs the most pressing requirements for improvement paradigms are that they are not only effective but that they realise tangible results quickly, can be implemented incrementally and utilise the many existing process improvement technologies. The paper presents a framework for SPI that realises these needs. The framework is designed to utilise a range of improvement technologies and supports continuous and highly focused improvement over many projects, thus producing timely, cost-effective and tangible improvements for SMEs. The effectiveness of the framework is illustrated with its application in a small, Sydney-based, Web development company.

Lucila Carvalho

Papers

The Architecture of Productive Learning Networks

Legitimating design: a sociology of knowledge account of the field

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

Framing the Analysis of Learning Network Architectures

Practical software process improvement - the IMPACT project