자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

National Science Education Standards

In a world that is not predictable, improvisation, evolution, and innovation are more than a luxury: they are a necessity. The challenge of design is not a matter of getting rid of the emergent, but rather of including it and making it an opportunity for more creative and more adequate solutions to problems. Meta-design is an emerging conceptual framework aimed at defining and creating social and technical infrastructures in which new forms of collaborative design can take place. It extends the traditional notion of system design beyond the original development of a system to include a coadaptive process between users and a system, in which the users become co-developers or codesigners. It is grounded in the basic assumption that future uses and problems cannot be completely anticipated at design time, when a system is developed. Users, at use time, will discover mismatches between their needs and the support that an existing system can provide for them. These mismatches will lead to breakdowns that serve as potential sources of new insights, new knowledge, and new understanding. This paper is structured in four parts: conceptual framework, environments, applications, and findings and challenges. Along the structure of the paper, we discuss and explore the following essential components of meta-design, providing requirements, guidelines, and models for the future of end-user development: (1) the relationship of meta-design to other design methodologies; (2) the Seeding, Evolutionary Growth, Reseeding (SER) Model, a process model for large evolving design artifacts; (3) the characteristics of unselfconscious cultures of design, their strengths and their weaknesses, and the necessity for owners of problems to be empowered to engage in end-user development; (4) the possibilities created by meta-design to bring co-creation alive; and (5) the need for an integrated design space that brings together a technical infrastructure that is evolvable, for the design of learning environments and work organizations that allow endusers to become active contributors, and for the design of relational settings in which users can relate, find motivations and rewards, and accumulate social capital.

/pdf/meta-design-a-framework-for-the-future-of-end-user-7xfunnz741.pdf

Meta-Design: A Framework for the Future of End-User Development

The purpose of the study was to identify educators' expectations and requirements for the design of educational digital collections for classroom use. A series of five focus groups was conducted with practicing teachers, pre-service teachers, and science librarians, drawn from different educational contexts (i.e., K-5, 6--12, College). Participants' expect that the added value of educational digital collections is the provision of: (1) 'high quality' teaching and learning resources, and (2) additional contextual information beyond that in the resource. Key factors that influence educators' perceptions of quality were identified: scientific accuracy, bias, advertising, design and usability, and the potential for student distraction. The data showed that participants judged these criteria along a continuum of tolerance, combining consideration of several factors in their final judgements. Implications for collections accessioning policies, peer review, and digital library service design are discussed.

Understanding educator perceptions of "quality" in digital libraries

Educational digital libraries can benefit from theoretical and methodological approaches that enable lessons learned from design and evaluation projects performed in one particular setting to be applied to other settings within the library network. Three promising advances in design theory are reviewed - reference tasks, design experiments, and design genres. Each approach advocates the creation of 'intermediate' constructs as vehicles for knowledge building and knowledge sharing across design and research projects. One purpose of an intermediate construct is to formulate finer-grained models that describe and explain the relationship between key design features and the cognitive and social dimensions of the context of use. Three models are proposed and used as thought experiments to analyze the utility of these approaches to educational digital library design and evaluation: digital libraries as cognitive tools, component repositories, and knowledge networks.

Digital libraries and educational practice: a case for new models

Science educators have called repeatedly for an information system that can effectively deliver quality educational materials in readily accessible formats, with a high degree of confidence in their usefulness, interest, and effectiveness [4]. In the past 18 months, the Earth system education community has begun development of the Digital Library for Earth System Education (DLESE). Earth system educators and key agency officials at NSF and NASA have recognized that the convergence of information and learning technologies , the maturation of basic digital library research, and the increasing ubiquity of the Web in classrooms has made the DLESE both possible and timely. Representatives of the Earth system education community came together in August 1999 to institute a governance system and an operational arm (the DLESE Program Center, or DPC) to design and develop a community-sponsored and community-owned digital library [3]. DLESE will serve the unique needs of Earth system educators and learners at all academic levels , in both formal and informal settings, by providing: Interfaces and tools to allow student exploration of geospatial materials and Earth data sets. Though a wealth of Earth data exists on the Web, much of it is difficult for educators to use. DLESE will provide student-friendly access to a wide variety of archived and real-time data sets. Rapid, sophisticated access to collections of peer-reviewed teaching and learning resources. Earth science educators have been frustrated in attempts to find high-quality teaching resources appropriate for their teaching style and educational level on the Web in a timely manner. This resource discovery challenge is being met with the creation of metadata schemas, controlled vocabularies, and cataloging best practice recommendations , all informed by community participation [2]. Services to help users effectively create and use materials. A full array of digital services and human-mediated services for both users and contributors to the library is critical to the vision of DLESE as an active organization that both builds and serves its community. A community center to facilitate sharing and collaboration. DLESE will serve as an intellectual commons for the global Earth system community by being the primary contact for educators, learners , and citizens who seek reliable information about the Earth. A federated collection of holdings. DLESE is being designed from the beginning to support resource discovery across a diverse, federated net

The digital library for earth system education: building community, building the library

The community digital library has emerged as a recent evolution in the development of digital libraries. A community digital library is distinct through having a community of potential users define and guide the development of the library. In this article, we present how the geoscience community has worked to develop The Digital Library for Earth System Education (DLESE) in the light of recent work in the area of meta-design, the design of the design process. The development of DLESE is described utilizing a conceptual framework developed from the analysis of a variety of open source projects.

Mary Marlino

Papers

Understanding educator perceptions of "quality" in digital libraries

Digital libraries and educational practice: a case for new models

The digital library for earth system education: building community, building the library

Meta-Design of a Community Digital Library

The Digital Library for Earth System Education