84 research outputs found
Coaching 5.0, coaching for the fifth industrial revolution
No full textThe rising use of Artificial Intelligence (AI), Metaverse and Blockchain technologies has influenced capabilities in a wide variety of industries. These have now started to provide affordances for automating provision of insight and empowerment in coaching business leaders and staff. This paper discusses the risk, that as such technologies become smarter, human beings may abdicate their thinking capabilities, especially related to creative problem solving, to machine intelligence. The author calls for prevention of cognitive decline in human beings as machines get smarter. A route to this can be mapped through use of Industry 5.0, Fifth Industrial Revolution (5IR) approaches, that focus on a harmonisation of human and machine intelligence, ensuring human beings can make machines smarter and that machine intelligence can in turn make human consciousness advance. Practitioner Coaches, to future proof their practice, must ensure they embody 5IR mindsets, techniques and technologies. The coaching discipline that is fit for practice in 5IR environments and contexts is what the author has called “Coaching 5.0.” This paper looks at Coaching 5.0 components and how they can be adopted by coaches to ensure the future is sustainable, insightful and empowering one for their practice and for their clients
Advancing Traditional Relevance Based Social Networking to Resonance Driven Social Fieldworking using Mindfulness Visualisation
No full textImproving Higher Education Quality in Jordan Using Mobile Technologies for Better Socio-economic Diversity Integration of Disadvantaged Groups Using a Mobile Multimedia/Augmented Reality Workflow
No full textThe mEQUITY (Project Website, http://mequity.dipseil.net/) project is the European Union funded initiative to create mobile applications that use augmented reality and multimedia assets adapted for educational purposes amongst disadvantaged groups in Jordan including those having difficulty with housing or employment and typically having refugee status related to neighbouring conflict zones of Gaza and Syria. Within these groups, there is also additional focus in helping those with learning difficulties or having disabilities such as deafness, blindness or physical immobility. Development and adaptation of educational digital resources for mobile devices have been initiated within higher education institutions, such as Jordanian Universities, with the aim of improving engagement and retention of learners
Strategic road mapping for Europe's creative industries: the EU CRe-AM project
No full textThe authors present a novel paradigmfor roadmapping Creative sectors in Europe based on three key successively integrated phases that implement mindsets, techniques and technology. In the first instance this roadmapping paradigm is piloted for identifying weak and strong signals as well as trends in the sector of Architecture based on aggregated opinions from leading Architects. Further versions of the process and software will separately explore the current state and ideal evolved future state of the Architecture sector. The roadmapping methodology will also be applied to the other creative sectors comprising the project including Media and Epublishing, Gaming, Design and Art. The roadmapping methodology has been created for the CRe-AM project1, a European Union FP7 funded project that aims to bridge communities of creators with communities of technology providers and innovators, in a collective roadmapping
effort to streamline, coordinate and amplify collaborative work. The focus of the project is developing and mainstreaming new Information and Communication Technologies (ICT) and tools by addressing the needs of different sectors of the Creative industries
D1.3 WEKIT Framework and Training Methodology:The WEKIT Framework
No full textWhen mapping the transfer of a skill or some knowledge between and expert and a novice there are many high-level tangible and intangible factors that are present. Three key factors are the type of task to be carried out, what domain will be interacted with and dimensions that define the tasks constraints. Tasks are activities that work with the perceptual, cognitive and developmental aspects of the person being trained. The Domain is what is being interacted with that might be a human being (the trainee or their colleagues), a machine (some equipment) or a specific environment (for example, a vehicle's internal space or external atmosphere).Lastly there are Dimensions that are the boundaries for the task that specify the space it will be carried out in, time factors that relate to how the timing of the task unfolds as well as the key aim, target or intention for the task. When a use case, comprising of specific activities to transfer learning, is mapped, there will be specific attributes that will be assessed which will relate to one or more combinations of Task, Domain or Dimension. When specific types of Task, Domain and Dimension are assigned weights of importance to an attribute, the scores can be added up to identify which factors are the most critical for an attribute, the learning activity as well as the use case as a whole. These patterns will be overlapped with the pattern of a bottom up level task class which will identify dominant skills pattern patterns required to perform the job. This pattern of scores can be used to define the requirements for training scenarios that will finally be captured, enacted and assessed. Then proper transfer mechanism may be then selected to design the learning platform which hosts a set of requirements for capture and enactment of the skills
اجتہاد الرسول ﷺ از نادیہ شریف العمری کا تعارفی مطالعہ: An Introductory Study of Ijtihad Al-Rasool ﷺ by Nadia Sharif Al-Omari
No full textThe biography of the Prophet ﷺ is a subject that has been extensively written about since the first century of Hijra, continues to be written about today, and will undoubtedly remain a topic of scholarly and devotional interest in the future. This subject holds religious, academic, historical, and contemporary significance, prompting Muslim scholars of every era to contribute to its exploration. Alongside men, women have also engaged in writing on this subject to express their devotion and love for the Prophet ﷺ. From ancient to modern times, women have played their part in this field, and while their contributions are fewer in comparison to men, their numbers are steadily increasing in modern times. Women have also explored various aspects of the Prophet's ﷺ biography in the Arabic language. One notable work in this context is "Ijtihad Al-Rasool" authored by Nadia Sharif Al-Omari. This book uniquely combines the principles of Islamic jurisprudence (Usul al-Fiqh) with the life of the Prophet ﷺ, analyzing whether the Prophet ﷺ engaged in ijtihad (independent reasoning). The author meticulously presents evidence supporting her conclusion that the Prophet ﷺ did indeed engage in ijtihad. This article provides a research-based and analytical study of her book. It begins by discussing the biographical details of the author, followed by an introduction to the book. Subsequently, the writing style of the author and the nuanced insights within her work are critically examined. Finally, the findings and recommendations of the study are presented.
Transitioning from Transmedia to Transreality Storyboarding to Improve the Co-Creation of the Experience Space
No full textTransmedia storytelling is a digital based marketing approach in present day consumer markets. Typically applied to spanning or segueing stories or experiences across media such as film, books, comics and video-games to reach broader target audiences, often triggering a narrative, into which customers can participate and co-create the narrative. Common aims at customer engagement have been through shared stories on present day social media. However, for the creative-consumer, sharing on social media falls short of fully immersive storytelling ecology. Creatives (traditional designers and consumers) would benefit through tools and processes for incrementally expanding dimensions, mediums, fidelity, and shared interactions and senses across multiple media and interactive realities. This paper presents use cases of Transreality Storyboarding Framework (TSF), a design framework that affords creation of experience spaces for consumer-product engagement. Further, we propose a TSF app, to allow non-expert designers/everyday-consumers to contribute to storytelling, participation and production of product experience spaces
Fatigue of woven thermoplastic composites: The effect of the fibre-matrix interface
No full textSI&CAerospace Engineerin
Designing an augmented reality exhibition: Leonardo's Impossible Machines
No full textThis paper discusses the origins, development and results of the animated and augmented reality aspects of the exhibition ‘Leonardo’s Impossible Machines’ that was developed at Ravensbourne University London and Birkbeck, University of London, with support from the Museo Galileo. The exhibition included novel reconstructions and visualisations of Leonardo’s perpetual motion machines from the Codex Forster, and the process is explained here, along with the challenges of mounting a combined physical and AR show
Designing Interfaces for Creative Learning Environments using the Transreality Storyboarding Framework
No full textModern creatives, producing different media within multiple mediums, could benefit from transmedia-based methodologies that ensure core standards in effective interface design and storyboarding adopted in the production of creative works. This is relevant for students learning creative disciplines and professionals prototyping briefs within the creative industries. Students and professionals must learn to creatively fulfil a brief, express a story or narrative in a transmedia experience space that employs three components that work with different realities, senses and interactions. An approach addressing these components is formalised by the authors into the Transreality Storyboarding Framework (TSF). The first component maps eight realities that students must learn to tell stories across, the Eight Realities Design Methodology (ERDM). The second component, (PAIRS), focuses on the design of user interfaces and experiences (UI/UX) connecting people into creative works, exploring the inclusion of Passive, Active, Interactive, Responsive and Shared interactions. The third component is Contextology, a methodology for exploring how different kinds of senses engage with the narrative within those creative realities. Case studies in Architecture, Art & Design, Engineering, Training as well as Fashion are reviewed showing how workflows used aspects of these approaches for effective storytelling and engaging creative and educational experiences
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