title: Design and the fourth industrial revolution. Dangers and opportunities for a mutating discipline

authors: García Ferrari, Tomás

subjects: Design

abstract: The nature of design has always been related to socio-technological forces. In the twentieth century, the first and second orders of design were central in the establishment of graphic and industrial design. In the early years of the twenty-first century, the third and fourth orders of design were related to interactions and environments. This description can be associated with different phases of the Industrial Revolution: the first two phases allowed the transition from a farming and feudal society to an industrial and capitalist one, a third one was related to a post-industrial or services society. The Fourth Industrial Revolution presents the Internet, 3D printers and genetic algorithms as the main technical achievements and green energies as the energy source. It is related to computers, software, artificial intelligence, the Internet of Things and machine learning. These technological forces will create the space for the most important design jobs of the future.

text: Design and the fourth industrial revolution. Dangers and opportunities for a mutating discipline The nature of design has always been related to socio-technological forces. In the twentieth century, the first and second orders of design were central in the establishment of graphic and industrial design. In the early years of the twenty-first century, the third and fourth orders of design were related to interactions and environments. This description can be associated with different phases of the Industrial Revolution: the first two phases allowed the transition from a farming and feudal society to an industrial and capitalist one, a third one was related to a post-industrial or services society. The Fourth Industrial Revolution presents the Internet, 3D printers and genetic algorithms as the main technical achievements and green energies as the energy source. It is related to computers, software, artificial intelligence, the Internet of Things and machine learning. These technological forces will create the space for the most important design jobs of the future.

year: 2017

title: Focus groups as sites of influential interaction: Building communicative self-efficacy and effecting attitudinal change in discussing controversial topics

authors: Zorn, Theodore E.

subjects: focus groups

abstract: Although most focus group theorists consider interaction to be a defining feature of focus groups, the influence that occurs through this interaction has been under-theorized. We argue that two important forms of influence may occur: influence on people's beliefs about the substantive issues under discussion and influence on self-efficacy beliefs. As a result of such influence, focus groups provide a learning context that may facilitate empowerment of participants through the development of communicative self-efficacy as they struggle over constructing and sharing understandings of controversial issues. As part of a larger research project on dialogues about science, we present a case study that puts qualitatively analyzed transcripts of interaction and quantitative self-report measures into empirical conversation. The case study demonstrated that focus group participants were influenced in two important ways: participation and interaction led to increased participant confidence and motivation towards participating in public dialogues and to the construction, modification, and contestation of attitudes toward science, scientists, and biotechnology. Findings suggest that scholars should rethink their rationales for and use of the focus group as just a method of data collection and reconsider and explore alternative ways of presenting focus group results.

text: Focus groups as sites of influential interaction: Building communicative self-efficacy and effecting attitudinal change in discussing controversial topics Although most focus group theorists consider interaction to be a defining feature of focus groups, the influence that occurs through this interaction has been under-theorized. We argue that two important forms of influence may occur: influence on people's beliefs about the substantive issues under discussion and influence on self-efficacy beliefs. As a result of such influence, focus groups provide a learning context that may facilitate empowerment of participants through the development of communicative self-efficacy as they struggle over constructing and sharing understandings of controversial issues. As part of a larger research project on dialogues about science, we present a case study that puts qualitatively analyzed transcripts of interaction and quantitative self-report measures into empirical conversation. The case study demonstrated that focus group participants were influenced in two important ways: participation and interaction led to increased participant confidence and motivation towards participating in public dialogues and to the construction, modification, and contestation of attitudes toward science, scientists, and biotechnology. Findings suggest that scholars should rethink their rationales for and use of the focus group as just a method of data collection and reconsider and explore alternative ways of presenting focus group results.

year: 2006

title: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato?

authors: Hopkins, Aareka

subjects: Kura kaupapa

abstract: The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

text: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato? The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

year: 2010-08