1,721,559 research outputs found
Human Understanding and Behaviour Go Hand-in-Glove : Making a Difference through the Human-Centred Design of Higher Education
No full textThe Relationship between Legal and Design Cultures : Tension and Resolution
No full textThe central thesis of legal design is that service design principles and methods can be usefully applied to legal processes. This necessarily involves lawyers commissioning, participating in, and implementing design projects. This chapter examines anthropological and sociological accounts of professional practice and posits that there are some cultural hurdles to developing this law/design relationship. There are identifiable lawyerly attributes and mindsets derived from legal culture. This culture is not homogeneous but at its heart are themes of precedent, formality, and textual/verbal articulacy. Design has its own cultural tropes including flexibility, experimentation, and visual literacy. The cultural centres of law and design are some distance apart and this tension may be problematic for those seeking design interventions into law. These cultural constructs have significant power, but they also exhibit plasticity. The chapter concludes by examining the potential of both cultural change and exchange to ease the process of introducing human-centred design characteristics into legal practices
‘Know thy student for she is not thee: The utility of user personas in higher education’
No full textIn this chapter we will explore the application of user-centred research and user personas to the design of university curriculum and degree programme experiences. We will link the user-centred principle of service design to student-centred education and explore how personas can help educators achieve more inclusive and human-centred learning. Essentially, we argue that if we understand our students better and keep that understanding visible through our decision-making processes, then we can make better educational decisions. The chapter will emphasize that personas are an outcome of evidence-based user research, rather than assumptions, and that they synthesise and personify both quantitative and qualitative data. You will be transported to the actual life and experiences of students, their dreams and fears, hopes and frustrations. Empathy will be a central theme of this chapter and we will consider how personas can enable better communication between lecturers and students. We will share two different approaches to developing and applying personas that will hopefully inspire you to experiment in your own practice. At the end of the chapter, we will also outline the key takeaways for your practice and point out some potential pitfalls as well as benefits of user personas
Pharmacological modification of joint breakdown in OA: Do we need it, can we do it, can we prove it, is it good?
No full text“It all just clicked” : Experiences of finding and using service design in higher education
No full textThis is a crowdsourced chapter. It draws on the accounts of 19 contributors who told us how they first made contact with service design ideas, how they incorporated service design methods into their perspectives and practices and how they have used service design tools to bring about positive change in their institutions and for their students and colleagues. As service designers this felt like a natural thing for us to do in putting this book together. Service design is a collaborative venture. It encourages us recognise the limitations of our own disciplinary and personal skills and perspectives and to work in teams. It values processes of co-creation. We also conceive of service design in higher education as a movement as well as a burgeoning field of practice. Our understanding of what it means to ‘do’ service design in HE should draw on a wide and diverse range of voices. We make no claims that the survey is strictly representative, but it was circulated as widely as possible via social media, our book website and through our networks and contacts. The responses were really gratifying because a) these stories are powerful, and b) we really want this book to have impact, to empower you to start or continue your journey into human-centred design in higher education. A challenge is often that people cannot see an ‘in’, an opportunity to take their first steps into a new field of practice. This chapter is full of diverse examples of how people have made that first step, built up their capabilities in service design and applied it to make positive changes to their institutions. Our thanks to the contributors who are listed at the end of this chapter
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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