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Open design

About: Open design is a research topic. Over the lifetime, 344 publications have been published within this topic receiving 4379 citations.


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BookDOI
01 Jan 2013
TL;DR: This book discusses the role of Mediating Artifacts in learning design, and the needs of pedagogical planners, in the context of the changing digital landscape of education.
Abstract: Table of Contents Preface - origins of and rationale for the book Setting the scene Ch 1Introduction a. Overview b. The context of modern education c. The nature of educational technology d. Today's learners e. The need for a new learning design methodology f. Audience and structure of the book g. The process of writing the book Ch 2 Design languages. a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers' home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner's route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners' approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU's Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modles iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard's metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book

426 citations

Journal ArticleDOI
TL;DR: This study critically examines how open source 3-D printers enable the use of designs in the public domain to fabricate open source appropriate technology (OSAT), which are easily and economically made from readily available resources by local communities to meet their needs.
Abstract: The technological evolution of the 3-D printer, widespread internet access and inexpensive computing has made a new means of open design capable of accelerating self-directed sustainable development. This study critically examines how open source 3-D printers, such as the RepRap and Fab@home, enable the use of designs in the public domain to fabricate open source appropriate technology (OSAT), which are easily and economically made from readily available resources by local communities to meet their needs. The current capabilities of open source 3-D printers is reviewed and a new classification scheme is proposed for OSATs that are technically feasible and economically viable for production. Then, a methodology for quantifying the properties of printed parts and a research trajectory is outlined to extend the existing technology to provide complete village-level fabrication of OSATs. Finally, conclusions are drawn on the potential for open source 3-D printers to assist in driving sustainable development.

253 citations

Journal ArticleDOI
TL;DR: The analysis of the workings of open design reveals that open design is already being implemented in a substantial variety of projects with different organisational and institutional structures.
Abstract: Open source software development has received considerable scholarly attention, much of which is based on the presumption that the ‘open source model’ holds some lessons of broader applicability. Nonetheless, our knowledge of its deployment outside the software industry is very limited. This paper focuses on the open source development of tangible objects, the so-called open design. We propose a generalised definition of open source development. Drawing on 27 exploratory interviews and six comparative case studies selected from a pool of more than 75 projects, we analyse the workings of open design. The analysis reveals that open design is already being implemented in a substantial variety of projects with different organisational and institutional structures.

157 citations

Proceedings ArticleDOI
05 Mar 2014
TL;DR: This paper presents findings from a junior high Native Arts class and an academically-oriented summer camp in which Native American youth ages 12-15 years created individual and collective e-textile designs using the LilyPad Arduino.
Abstract: There have been many efforts to increase access and participation of indigenous communities in computer science education using ethnocomputing. In this paper, we extend culturally responsive computing by using electronic textiles that leverage traditional crafting and sewing practices to help students learn about engineering and computing as they also engage with local indigenous knowledges. Electronic textiles include sewable microcontrollers that can be connected to sensors and actuators by stitching circuits with conductive thread. We present findings from a junior high Native Arts class and an academically-oriented summer camp in which Native American youth ages 12-15 years created individual and collective e-textile designs using the LilyPad Arduino. In our discussion we address how a culturally responsive open design approach to ethnocomputing with e-textile activities can provide a productive but also challenging context for design agency and cultural connections for American Indian youth, and how these findings can inform the design of a broader range of introductory computational activities for all.

126 citations

Journal ArticleDOI
TL;DR: Open Source Appropriate Technology (OSAT) as discussed by the authors is a paradigm for sustainable development in which anyone can learn how to make and use needed technologies free of intellectual property concerns and contribute to the collective open source knowledge ecosystem or knowledge commons.
Abstract: Much of the widespread poverty, environmental desecration, and waste of human life seen around the globe could be prevented by known (to humanity as a whole) technologies, many of which are simply not available to those that need it. This lack of access to critical information for sustainable development is directly responsible for a morally and ethically unacceptable level of human suffering and death. A solution to this general problem is the concept of open source appropriate technology or OSAT, which refers to technologies that provide for sustainable development while being designed in the same fashion as free and open source software. OSAT is made up of technologies that are easily and economically utilized from readily available resources by local communities to meet their needs and must meet the boundary conditions set by environmental, cultural, economic, and educational resource constraints of the local community. This paper explores both the open source and appropriate technology aspects of OSAT to create a paradigm, in which anyone can both learn how to make and use needed technologies free of intellectual property concerns. At the same time, anyone can also add to the collective open source knowledge ecosystem or knowledge commons by contributing ideas, designs, observations, experimental data, deployment logs, etc. It is argued that if OSAT continues to grow and takes hold globally creating a vibrant virtual community to share technology plans and experiences, a new technological revolution built on a dispersed network of innovators working together to create a just sustainable world is possible.

125 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202114
202034
201920
201822
201727
201629