Intentions and perceptions : the emerging gaps between web system designers and users

In recent years, organisations have been increasingly developing web systems as portals through which B2C or B2B eCommerce is conducted. Many such systems suffer from inadequacy in function, form and quality. While such deficiencies are quite commonly encountered in traditional software systems, in the case of web systems, the problems are magnified by the emerging gaps in designers' intentions and the expectation of a global, and frequently grossly misunderstood, user. In this paper we therefore present an approach to investigating the gaps in perceptions between web developer’s intentions and end-users expectations and the subsequent use of web system features. Furthermore, we empirically investigated B2C web systems and determined several useful approaches to practical evaluation of the degree of cohesion between designer and user views of the system.

Creativity as capital in the literacy classroom: youth as multimodal designers

Many school literacy practices ignore adolescents' new digitally mediated subjectivity as it has been shaped by the new media age. Youth possess often unappreciated repertories of practice which allow them to use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. This paper reports on research in two middle years classrooms in New York City's Chinatown, where students' design skills were recognised and validated when they were encouraged to critically re-represent curricular knowledge through multimodal design. The curriculum, rather than privileging print-only representations, recognised the linguistic, social, economic and cultural capital that different students brought to school. The findings suggest schools should harness youths' creativity – that often manifests itself through their capital resources – as they integrate and adapt to the new digital affordances acquired through their out-of-school literacy practices.

Technology adoption : voices of teaching academics, educational designers and students

This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students’ learning. The study investigates teaching academics’ reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers’ role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers’ perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes – dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.

Chaos rules : an exploration of the work of instructional designers in distance education

This thesis provides an examination of the work of instructional designers in distance education, through the conceptual lens of chaos theory. Chaos theory was chosen as an analytical tool because of its ability to reveal the patterns and processes of complex systems as they move between order and turbulence. Recent work in the social sciences, specifically literary theory, has provided impetus for applications of chaos theory to educational settings. Specifically, chaos theory is used to analyse eight case studies of projects volunteered by instructional designers working in five institutions in Hong Kong and Australia. Data were gathered over a period of months with each participant, chiefly through interviews, but also involving diary accounts, electronic mail and letters. The methodology was thus qualitative, specifically informed by Eisner's vision of the ‘critical connoisseur’. Eisner equates an ‘enlightened eye’ with attainment of the skills of a critical connoisseur. First, an effective qualitative researcher must develop connoisseurship, the art of appreciation. On its own, though, connoisseurship is not enough; it is a private act, and thus needs a public face or presence. Criticism is this link, criticism being the art of disclosure. The critical connoisseur aims to help others to increase perception and deepen understanding of an educational situation or event. In addition to the empirical work, a parallel strand of this thesis investigates the theory and reported practice of instructional design. A brief history of instructional design is presented, along with discussion of acknowledged deficiencies of current theory and approaches. Recent reported investigations of both theory and practice are analysed from the viewpoint of chaos theory. Examination of key contributions in the literature of instructional design and distance education reveals considerable resonance between these contributions and the fundamental properties of chaotic systems. Links are made, in both the theoretical and empirical strands, between instructional design and the behaviour of dissipative structures, attractors and the process of bifurcation. Use is also made of the time-dependent nature of chaos theory as a theory of becoming, rather than one of being. The thesis comprises eight chapters, two appendices and a references section. The introductory chapter explains the research problem, and outlines the structure of the thesis. Methodological considerations are left until after an assessment of instructional design literature and (reported) practice. This deliberately theoretical investigation (Chapters 2 and 3) comprises the first of the parallel strands that are presented. The basic conclusions are that instructional design theory has not been particularly helpful to or used by instructional designers, and that chaos theory might provide an alternative way of viewing instructional design practice. The other parallel strand is the empirical work, which for four chapters outlines the methodology and my findings concerning the role of instructional designers in distance education. The methodology is detailed in Chapter 4. Chapter 5 establishes the contexts of the participants, by examining their backgrounds and introductions to their roles. It also investigates their views on their role and status within their institutions and with working colleagues. Chapter 6 is an exploration of the major issues that influenced the work of the instructional designers. These are the issues that arose naturally in the interviews as the participants outlined the development and interactions that took place on a day to day basis. Time emerges as a key influence in their work, and its effects on the projects are outlined and analysed. The ways that instructional designers give advice to those with whom they work is also investigated. The next chapter continues consideration of their work, but this time as they reflect on their role and its demands. This includes their reactions to the various metaphors that have appeared in the literature, along with those that they introduced into our discussions. The links that are established between the two parallel strands are drawn more explicitly in the final chapter, Chapter 8, which is a notion of what a model of instructional design based on my conclusions might resemble. It summarises the evidence that it is not necessarily by striving for order—in fact quite the opposite — during key periods of course development, that leads to creative outcomes. The introduction of uncertainty and turbulence does, in some cases and under some conditions, move the system to a higher level. The image that is offered from chaos theory is that of time-bound dissipative structures, interacting with their open environment at far-from-equilibrium conditions, and transforming themselves from disorder to order through bifurcation. The role of strange or chaotic attractors is highlighted in the process. The first appendix gives background information in terms of the methodology. The second is the heart of the data upon which the thesis draws. That is, the second appendix outlines the case studies of the participants. Most are short summaries, but the final one is a detailed study, tracing the progress of the design and development of a subject in distance education.

Executive architect : designers becoming leaders through the "stakeholder approach"

The traditional role of an architect in today's competitive markets is no longer feasible. To remain competitive, the architect must combine business, design and technology to enhance and expand his services, redefine his role as a leader, and finally, transform into an "executive architect"

Implications for ID practice of instructional designers' cultural identities.

Are there social and political purposes for design that are culturally based? A growing body of research is concerned with the design of culturally-appropriate learning resources and environments, but the emphasis of this panel is on the instructional designer as the agent of the design. Colloquially put, if we design for ourselves, we should understand the sociocultural influences on us and how they inform our practices. We should also develop respect for, and learn from, how various global cultures address similar design problems differently. This panel includes instructional design scholars and practitioners from a range of geopolitical regions, who will share culturally-based narratives and metaphors of ID, and invite participants to do the same.

Computer-aided design decision support: interfacing knowledge and information

Computer-aided design decision support has proved to be an elusive and intangible project for many researchers as they seek to encapsulate information and knowledge-based systems as useful multifunctional data structures. Definitions of ‘knowledge', ‘information', ‘facts', and ‘data' become semantic footballs in the struggle to identify what designers actually do, and what level of support would suit them best, and how that support might be offered. The Construction Primer is a database-drivable interactive multimedia environment that provides readily updated access to many levels of information aimed to suit students and practitioners alike. This is hardly a novelty in itself. The innovative interface and metadata structures, however, combine with the willingness of national building control legislators, standards authorities, materials producers, building research organisations, and specification services to make the Construction Primer a versatile design decision support vehicle. It is both compatible with most working methodologies while remaining reasonably future-proof. This paper describes the structure of the project and highlights the importance of sound planning and strict adhesion to library-standard metadata protocols as a means to avoid the support becoming too specific or too paradigmatic.

Building materials selection: greenhouse strategies for built facilities

This paper aims to consider the embodied energy of building materials in the context of greenhouse gas emission mitigation strategies. Previous practice and research are highlighted where they have the potential to influence design decisions. Latest embodied energy figures are indicated, and the implications of applying these figures to whole buildings are discussed. Several practical examples are given to aid building designers in the selection of building materials for reduced overall life cycle greenhouse gas emissions.

Thermal simulation studies of a low energy university building in Australia

A key criterion by which any building will be judged when its environmental impact is assessed is its thermal performance. This paper describes the simulation of an office module in a three-storey university building in south eastern Australia. The module, located at the north-west corner of the top floor of the building, was chosen because it is likely to have the highest cooling load - a primary concern of energy conscious designers of commercial buildings for most parts of Australia.

In the paper, the initial key assumptions are stated, together with a description of a "reference" or base case, against which improvements in thermal performance were measured. The simulation process identified the major influences on thermal performance. This enabled changes in materials and construction, as well as basic design concepts to be evaluated. Features incorporated into the base case such as a metal roof and glazed walkway were found to have adverse influence on energy consumption, and were consequently rejected in preference for an improved design which included a hypocaust slab system on the roof of the office module. The final design was predicted to reduce the annual energy consumption for heating and cooling by 72% and 76% respectively.

La performance thermique est l'un des critegraveres cleacutes de l'eacutevaluation environnementale de tout bacirctiment. Cet article deacutecrit la simulation d'un module de bureau appartenant agrave un immeuble de trois eacutetages d'une universiteacute du sud-est de l'Australie. Ce module, situeacute agrave l'angle nord-ouest de l'eacutetage supeacuterieur du bacirctiment a eacuteteacute choisi car c'eacutetait lui qui, vraisemblablement, avait la charge de refroidissement la plus eacuteleveacutee, ce qui est une preacuteoccupation majeure des concepteurs conscients des problegravemes d'eacutenergie des bacirctiments commerciaux dans la plus grande partie du pays. Le processus de simulation a fait apparaicirctre trois influences principales sur la performance thermique par rapport agrave un cas de base. Cela a permis d'eacutevaluer les modifications apporteacutees aux mateacuteriaux et agrave la construction ainsi qu'aux avant-projets. Les caracteacuteristiques inteacutegreacutees dans le cas de base comme le toit meacutetallique et la passerelle vitreacutee avaient une influence neacutefaste sur la consommation d'eacutenergie et ont donc eacuteteacute rejeteacutees au beacuteneacutefice d'un concept ameacutelioreacute qui comprenait une dalle de type hypocauste sur le toit du module de bureau. Le concept final devrait reacuteduire la consommation annuelle d'eacutenergie pour le chauffage et le refroidissement de 72 % et 76 % respectivement, ce qui donne une ideacutee de la valeur ajouteacutee au processus de production agrave partir de proceacutedures avanceacutees de modeacutelisation et de simulation.

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments.

The degree of usability from selected DVD menus and their navigational systems

The purpose of this research is to investigate the usability of DVD interfaces via their menus and navigation, inspired by Donald Norman who has had a pivotal role in user-centred design and usability. The paper encompasses theoretical aspects of interactivity, usability and DVD technology. A usability test was administered with the DVDs chosen. The results from the usability test were the main focus in this research. Such results were supportive of Normanrsquos claims, as participants experienced varying degrees of usability issues. Furthermore, the findings were used to develop a set of guidelines and recommendations designers could follow. If these were adhered to, it would have significantly alleviated the difficulty the participants had in interacting with the DVDs.

CH2 - lighting and physiology

This paper explains the designed performances of the new CH2 building in Melbourne, Australia. CH2 is an environmentally significant project that involves biomimicry of natural systems to produce indoor conditions that are conducive to user comfort, health and productivity. This paper focuses on lighting and  physiology and examines the solutions chosen for artificial and natural lighting and the likely effects these will have on building occupants. The purpose of the paper is to critically comment on the adopted strategy and, cognisance of  contemporary thinking in lighting design, to judge the effectiveness of this aspect of the project with a view to later verification and post-occupancy review. The  paper concludes that CH2 is an exemplar of lighting innovation that provides valuable lessons to designers of office buildings, particularly in the Melbourne CBD.

Measuring the influence of fibre-to-fabric properties on the pilling of wool fabrics

This study ranks the contribution of various fibre, yarn and fabric attributes to the pilling of wool knitwear. On the basis of an artificial neural network modelling, a combination of sensitivity analysis, forwards/backwards search and genetic algorithms was used to identify the importance of various fibre/yarn/fabric input parameters. The three different techniques show broad similarities in their assessment of which input parameters are important or are not important in affecting fabric pilling. The ranking shows that fabric cover factor has the most effect on pilling, followed by yarn count and thin places, fibre length, yarn twist, etc. It is further illustrated that the directional trend of the predicted pilling outputs for a selection of inputs was in line with the expected behaviour. To verify the findings of input feature selection, input factors deemed to have a small effect on the predicted pilling output, such as fibre length and diameter variations and curvature, were removed and the subsequent performance statistically compared to the original multi-layer perceptron. Differences between the outputs predicted by the original and pruned models are found not to be statistically significant at the 5% significance level. Results from this study may help manufacturers and knitwear designers in choosing the most appropriate materials and structures to reduce the pilling propensity of wool knitwear.

Experiential dimensions in internet marketing : an exploratory investigation

This paper examines the dimensions of an experience in product marketing conceptualised by Pine II and Gilmore (1998) – customer participation and customer connection – by extending the study of the dimensions to the online context. In online marketing, the business aim is to hold attention, have visitors more deeply penetrate a Website, purchase, and return to the site, among other objectives. The paper analyses and synthesises findings from a three-part study of Internet use, the WebQUAL Audit, and presents the proposition that the dimensions suggested by Pine II and Gilmore as attractors to many experiential offerings in the physical world, may not be applicable in the online environment populated by commercial Websites. The paper also suggests a future research agenda to reconcile the requirements of users and the perspective of Web designers and other contributors to commercial Websites as discussed in the literature review presented.