designing for heterogeneous groups of end-users towards a nascent design theory amir haj-bolouri...
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DESIGNING FOR HETEROGENEOUS GROUPS OF END-USERS TOWARDS A NASCENT DESIGN THEORY
Amir Haj-BolouriLars Svensson
2014
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BACKGROUND
• The digitalization of Swedish civic orientation (Haj-Bolouri et al., 2014):
• New technologies for distance education and learning in Swedish civic orientation
• A more flexible form of education transcending traditional classroom teachings in Swedish civic orientation
• Novel research topic in Sweden
• Central challenges and issues
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CENTRAL CHALLENGES AND ISSUES
• Distribution and maintenance of digital learning material in Swedish civic orientation
• Multilingual design challenges
• Heterogeneous groups of end-users
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DISTRIBUTION AND MAINTENANCE OF EDUCATIONAL MATERIAL
• Production and quality assurance of digital learning material
• Course book
• Slides
• Background material
• A tedious and time demanding process
• Lack of tools for asynchronous collaboration
• Local updates
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HETEROGENEOUS GROUPS OF END-USERS
• Clerks at the municipality of Gothenburg
• Responsible for production and maintenance of digital learning material
• Tutors at the municipality of Gothenburg
• Responsible for planning and conducting civic orientation activities in various modes of delivery
• Newcomers
• Immigrants in Sweden that are obligated to participate in 60 hours of Swedish civic orientation
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RESEARCH QUESTION
• What are the core design guidelines for designing an IT-artifact for multilingual civic orientation program?
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PREVIOUSLY CONDUCTED RESEARCH
• Initial research findings (Haj-Bolouri et al., 2014)
• The purpose of Advanced Learning Modules in distance education
• Early design implications for an web-based education platform in Swedish civic orientation
• Novel research topic
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RESEARCH DESIGN
• The Design Science Research Approach (Hevner et al., 2004; Indulska & Recker, 2008; Hevner & Chatterjee, 2010; Gregor & Hevner, 2013)
• Intermediate design knowledge in an early phase of the research (Heinrich & Schwabe, 2014)
• Data collection - Participative workshops
• Data analysis - Colored Cognitive Mapping (Venable, 2014)
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DATA COLLECTION
• Participative workshops - held at the municipality of Gothenburg together with a focus group of:
• 4 workshops - defining purpose and content for distance education in Swedish civic orientation
• 4 clerks and 4 tutors - an participatory approach (Bjerknes & Brattetejg, 1995; Van de Velden, 2007)
• Time period: 2 - 3 months
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RESULTS FROM WORKSHOPSWorksho
p Purpose Results
1
Define a purpose for the 1st advanced
learning module
A design feature which provides the newcomers with supporting learning
material and interactive functionality on how to apply for work in Sweden
2
Define a purpose for the 2nd advanced
learning module
A design feature which provides the newcomers with supporting learning
material and interactive functionality on what it means to be a parent in Sweden
(the parent’s role in Sweden)
3
Define and formulate
content for the 1st advanced
learning module
Learning objects for the 1st advanced learning module shall incorporate desired features such as: learning content on how
to write, use and evaluate a CV, how to use Social Media for networking with
employers
4
Define and formulate
content for the 2nd advanced
learning module
Learning objects for the 2nd advanced learning module shall incorporate desired features such as: learning content on how the role of a parent in Sweden is perceived
in the society
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DATA ANALYSIS• Colored Cognitive Mapping (CCM) - Venable (2014) founded
this method for data and problem analysis in Design Science Research (DSR) because literature in DSR (Vaishnavi & Kuechler, 2008; Sein et al., 2011) provides no guidance for how to :
• Formulate and define problems
• Transform a problem definition into solution
• Creatively reason about solutions
• Formulate design theories with constructs and relationships between them
• Collaborate and communicate with multiple stakeholders to reach agreement
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COLORED COGNITIVE MAPPING
• A notation for CCM:
• Node - represents a goal, problem, cause, implication
• Color - each node has a color, red/bold indicates undesirable circumstances, and green colored nodes represent desirable circumstances
• Arrow - can be causal or contributory. Plus/minus signs can also be attached to arrows: minus sign means that the causality is reversed, meaning that the node at the tail prevents the node at the head or causes its opposite pole
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THREE STAGE PROCEDURE FOR USING CCM
• Problem diagnosis - first is problem diagnosis, in which a cognitive map is developed of the problem as difficulties
• CM conversion - second is to convert the cognitive map of the problem as difficulties into a cognitive map of the problem as solutions
• Solution derivation - finally, the cognitive map of the problem as solutions is expanded with various candidate or potential solutions
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RESULTS FROM USING CCMThe cognitive map of a problem as difficulties
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MAPPING TOGETHER CHALLENGES AND ISSUES
• Distribution and maintenance of learning material
• Multilingual design challenges
• Heterogeneous groups of end-users
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RESULTS FROM USING CCMThe cognitive map of a problem as solutions
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MAPPING TOGETHER THE POSSIBILITIES
• Converting the challenges and issues into possible solutions
• Mapping the consequences of the possibilities
• Exploiting the model into design guidelines
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TENTATIVE DESIGN GUIDELINES1.The guideline of designing for flexible modes of learning material - a set of design features providing flexibility and necessary digital learning material in form of online lectures and video conferencing lectures
2. The guideline of designing non-redundant distribution of learning material - central repositories for digital learning material that can be used for producing, updating and collaborating
3. The guideline of designing for large variation in IT-literacy - intuitive user interface with easy-to-use functionality, yet task efficient for administrative purposes
4. The guideline of supporting multimodal and multilingual digital features - multilingual features for multimodal information in a wide range of foreign languages
5. The guideline of designing for advanced forms of learning processes - advanced learning modules with embedded learning objects distributed online
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WRAPPING UP THE MAPPING
The guideline of designing for flexible modes of
learning material
The guideline of designing for non-redundant
distribution of learning material
The guideline of designing for large variation in IT-
literacy
The guideline of supporting multimodal and multilingual digital
features
The guideline of designing for advanced forms of
learning processes
Cognitive map of a problem as difficulties
Cognitive map of a problem as
solutions
Tentative design guidelines
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FURTHER RESEARCH
• Towards a nascent design theory (Heinrich & Schwabe, 2014): develop a design theory for the purpose of education effort and design contribution on a intermediate level
• Evaluating our design guidelines: using the Design Science Research process model (Hevner et al., 2004; Peffers et al., 2006) for further use of our design guidelines through design activities
• Shaping and reshaping the IT-artifact through a creative atmosphere together with our heterogeneous groups of end-users (Orlikowski, 2000)
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THANK YOU!