Kontekstual learning

kontekstual learning

The handbook introduces the reader to the changing role of design as a way of thinking and a framework for solving complex problems and achieving systemic change. It documents 80 methods that cover all stages of a design process, providing actionable guidance for applying the methods across a range of projects.

The methods are complemented by seven case studies to demonstrate their application in different domains, from designing interfaces for autonomous vehicles to addressing health and wellbeing.

Free templates and resources available from this website make this a great resource for design educators as well as practitioners leading workshops in their organisation or looking for inspiration to transform their practice.

The first edition of the book was published in 2018 and included 60 methods. The revised edition, published in 2021, documents 20 additional methods, new case studies and a kontekstual learning chapter on life-centred design.

• Buy The Book Keywords: Design innovation, design thinking, human-centred design, interaction design, user experience design How to cite the book: Tomitsch, M., Borthwick, M., Ahmadpour, N., Cooper, C., Frawley, J., Hepburn, L.A., Kocaballi, A.B., Loke, L., Núñez-Pacheco, C., ‎ Straker, K., ‎Wrigley, C. (2021). Design. Think. Make. Break. Repeat. A Handbook of Methods (revised kontekstual learning. BIS Publishers, Amsterdam, The Netherlands.

The book Design. Think. Make. Break. Repeat. is engaging to read and intuitive to understand. Readers of the book can gain knowledge of the aspects and features of the design process to help them solve complex problems and develop innovative ideas, concepts and solutions.

Yuli Suseno, Associate Professor of Innovation and Entrepreneurship, Faculty of Business and Law, The University of Newcastle Online Course – Innovation Through Design MORE THAN 20,000 LEARNERS ENROLLED The book has a companion MOOC (Massive Open Online Course) available on Coursera for free without a certificate.

To earn a certificate, learners have to pay a small fee and pass all assessments. The 5-week kontekstual learning demonstrates some of the methods from the book and how they can be used in practice.

kontekstual learning

It brings the design process of think-make-break-repeat to life through case studies and interviews with some of Australia’s leading design firms, Atlassian, Design+Industry and Wunderman Bienalto. The course is suitable for anyone who is curious about design and translating the processes and tools of design thinking into innovative opportunities. Instructors: Martin Tomitsch and Cara Wrigley Offered by: The University of Sydney • Visit the Online Course Industry Case Studies – 5-Part Mini Series An extended Director’s Cut edition of the industry case studies produced for the online course is available for free on YouTube.

Featuring interviews with designers from Atlassian, Design+Industry and Wunderman Bienalto, the 5-part mini series unpacks the role of design for innovation and documents the think-make-break steps of a human-centred design process. The final episode includes tips for aspiring designers kontekstual learning working in the design industry. • Trailer: Innovation Through Design Think, Make, Break, Repeat • Part 1: What is Design Innovation?

The Role of Designers • Part 2: Design Thinking Human-Centred Design in Practice • Part 3: Design Making Idea Generation and Prototyping • Part 4: Design Breaking Experimentation and Testing • Part 5: Tips from Designers About Working in the Design Industry Methods – Templates and Resources You can find free resources for the 80 methods included in our book below.

Resources include printable templates, materials for kontekstual learning design exercises and slides for using the methods in a class or workshop setting.

To learn more kontekstual learning each of the methods and for a step-by-step guide for how to use the methods, you will need a copy of the book. If you already know how to use the methods and are just here for a free template, that’s totally OK too! • About The methods included in the book and on this website have been contributed by leading experts in the field hosting many years of experience in design research and practice. The exercises and templates are informed by the learnings from over fifteen years of teaching courses on design in the Design Lab at the University of Sydney.

Many people have contributed behind the scenes to bring this resource to life. kontekstual learning Meet the Team The Design. Think. Make. Break. Repeat. book and the companion website are based on the Sydney Design Thinking Toolkit project, which was a 2016 Educational Innovation initiative funded by the University of Sydney’s Strategic Education Grants scheme. • © Copyright 2021 - Design. Think. Make.

kontekstual learning

Break. Repeat. BIS Publishers contact@designthinkmakebreakrepeat.com Bertema.com – Langkah-Langkah Problem Based Learning [PBL] dalam Proses Pembelajaran – Pada kesempatan ini admin Bertema, akan berbagi informasi Langkah-Langkah Problem Based Learning [PBL] dalam Proses Pembelajaran.

Langkah-Langkah Problem Based Learning [PBL] dalam Proses Pembelajaran. Wajib Dipahami Guru, dalam meningkatkan kecakapan Literasi dan numerasi peserta didik melalui proses pembelajaran, yang pada akhirnya dapat meningkatkan kompetensi peserta didik dalam menghadapi dan menyelesaikan permasalahan kehidupan dengan menggunakan sintesis informasi yang diperolehnya.

Implementasi Kurikulum 2013 menurut Permendikbud Nomor 22 Tahun 2016 tentang Standar Proses menggunakan 3 (tiga) model pembelajaran. Ketiga model pembelajaran tersebut diharapkan dapat membentuk perilaku saintifik, sosial serta mengembangkan rasa keingintahuan. Ketiga model tersebut adalah: (1) model Pembelajaran Melalui Penyingkapan/ Penemuan (Discovery/ Inquiry Learning), (2) model Pembelajaran Berbasis Masalah (Problem-based Learning/PBL), (3) model Pembelajaran Berbasis Proyek (Project-based Learning/PJBL).

Namun selain ketiga model yang tercantum dalam Permendikbud Nomor 22 Tahun 2016. guru juga diperbolehkan untuk mengembangkan pembelajaran di kelas dengan menggunakan model pembelajaran yang lain.

Misalnya Cooperative Learning yang kontekstual learning berbagai metode seperti: Jigsaw, Kontekstual learning Head Together (NHT), Make a Match, Think-Pair-Share (TPS).

Example not Example, Picture and Picture, dan lainnya. Langkah-Langkah Problem Based Learning [PBL] dalam Proses Pembelajaran Model pembelajaran berbasis masalah merupakan pembelajaran yang menggunakan berbagai kemampuan berpikir dari peserta didik secara individu maupun kelompok. serta lingkungan nyata untuk mengatasi permasalahan sehingga bermakna, relevan, dan kontekstual. Tujuan PBL adalah untuk meningkatkan kemampuan dalam menerapkan konsep-konsep pada permasalahan baru/nyata.

pengintegrasian konsep Higher Order Thinking Skills (HOTS), keinginan dalam belajar, mengarahkan belajar diri sendiri, dan keterampilan. Karakteristik yang tercakup dalam Problem Based Learning (PBL) antara lain: (1) masalah digunakan sebagai awal pembelajaran; (2) biasanya masalah yang digunakan merupakan masalah dunia nyata yang disajikan secara mengambang (ill-structured); (3) masalah biasanya menuntut perspektif majemuk (multiple-perspective); (4) masalah membuat pembelajar tertantang untuk mendapatkan pembelajaran di ranah pembelajaran yang baru; (5) sangat mengutamakan belajar mandiri; (6) memanfaatkan sumber pengetahuan yang bervariasi, tidak dari satu sumber saja, dan (7) pembelajarannya kolaboratif, komunikatif, dan kooperatif.

Karakteristik ini menuntut peserta didik untuk dapat menggunakan kemampuan berpikir tingkat tinggi, terutama kemampuan pemecahan masalah. Pada Problem Based Learning (PBL), kontekstual learning berperan sebagai guide on the side dari pada sage on the stage. Hal ini menegaskan pentingnya bantuan belajar pada tahap awal pembelajaran. Peserta didik mengidentifikasi apa yang mereka ketahui maupun yang belum berdasarkan informasi dari buku teks atau sumber informasi lainnya.

Sintaks atau Langkah kerja Model Problem Based Learning (PBL) dalam pembelajaran mengikuti tahapan sebagai berikut: 1) Orientasi peserta didik pada masalah; 2) Mengorganisasikan peserta didik untuk belajar; 3) Membimbing penyelidikan individu maupun kelompok; 4) Mengembangkan dan menyajikan hasil karya; dan 5) Menganalisis dan mengevaluasi proses pemecahan masalah.

Baca Juga: Langkah-Langkah Model Discovery Learning dalam Proses Pembelajaran Langkah-langkah pembelajaran Problem Based Learning (PBL) Berdasarkan sintak tersebut, langkah-langkah dalam pembelajaran Problem Based Learning (PBL) yang bisa dirancang oleh guru adalah sebagai berikut: LANGKAH KERJA AKTIVITAS GURU AKTIVITAS PESERTA DIDIK Orientasi peserta didik pada masalah Guru menyampaikan masalah yang akan dipecahkan secara kelompok.

Masalah yang diangkat hendaknya kontekstual. Masalah bisa ditemukan sendiri oleh peserta didik melalui bahan bacaan atau lembar kegiatan. Kelompok mengamati dan memahami masalah yang disampaikan guru atau yang diperoleh dari bahan bacaan yang disarankan. Mengorganisasikan peserta didik untuk belajar.

kontekstual learning

Guru memastikan setiap anggota memahami tugas masing-masing. Peserta didik berdiskusi dan membagi tugas untuk mencari data/ bahan-bahan/ alat yang diperlukan untuk menyelesaikan masalah. Membimbing penyelidikan individu maupun kelompok.

Guru memantau keterlibatan peserta didik dalam pengumpulan data/ bahan selama kontekstual learning penyelidikan. Peserta didik melakukan penyelidikan (mencari data/ referensi/ sumber) untuk bahan diskusi kelompok. Mengembangkan dan menyajikan hasil karya.

Guru memantau diskusi dan membimbing pembuatan laporan sehingga karya setiap kelompok siap untuk dipresentasikan. Kelompok melakukan diskusi untuk menghasil-kan solusi pemecahan masalah dan hasilnya dipresentasikan/disajikan dalam bentuk karya. Menganalisis dan mengevaluasi proses pemecahan masalah. Guru membimbing presentasi dan mendorong kelompok memberikan penghargaan serta masukan kepada kelompok lain.

Guru bersama kontekstual learning didik menyimpulkan materi. Setiap kelompok melakukan presentasi, kelompok yang lain memberikan apresiasi. Kegiatan dilanjutkan dengan merangkum/ membuat kesimpulan sesuai dengan masukan yang diperoleh dari kelompok lain. Kelebihan model Problem Based Learning (PBL) antara lain: a. Pembelajaran berpusat pada peserta didik; b.

kontekstual learning

Mengembangkan pengendalian diri peserta didik; c. Memungkinkan peserta didik mempelajari peristiwa secara multidimensi dan mendalam; d. Mengembangkan keterampilan pemecahan masalah; e. Mendorong peserta didik mempelajari materi dan konsep baru ketika memecahkan masalah; f.

Mengembangkan kemampuan sosial dan keterampilan berkomunikasi yang memungkinkan mereka belajar dan bekerja dalam tim; g. Mengembangkan keterampilan berpikir ilmiah tingkat tinggi/kritis; h. Mengintegrasikan teori dan praktik yang memungkinkan peserta didik menggabungkan pengetahuan lama dengan pengetahuan baru; i. Memotivasi pembelajaran; j. Peserta didik memperoleh keterampilan mengelola waktu; dan k. Pembelajaran membantu cara peserta didik untuk belajar sepanjang hayat.

Baca: Sintaks Sintak model Discovery Learning dalam Pembelajaran Demikianlah Sintaks Model Problem Based Learning (PBL) dalam Pembelajaran, semoga bermanfaat.
Contextual Teaching and Learning (CTL) menyatakan bahwa pembelajaran seharusnya bersifat kontekstual bagi si guru. Selain itu pembelajaran juga harus bersifat meaningful (bermakna) dan relevant (relevan) dengan situasi dan kondisi guru. Contextual Teaching and Learning (CTL) adalah suatu strategi pembelajaran yang menekankan pada proses keterlibatan siswa secara penuh untuk menemukan materi yang dipelajari dan menghubungkan dengan situasi kehidupan nyata.

Pembelajaran contextual teaching and learning (CTL) bertujuan untuk membekali peserta didik dengan pengetahuan yang secara fleksibel dapat ditransfer dari satu kontekstual learning ke permasalahan lain dan dari satu konteks ke konteks yang lain. Pembelajaran CTL kontekstual learning suatu pendekatan memiliki 7 asas atau komponen yang melandasi pelaksanaan proses pembelajaran, yaitu: • Konstruktivisme (Constructivism).

Konstruktivisme adalah proses membangun atau menyusun pengetahuan baru dalam struktur kognitif siswa berdasarkan Menurut konstruktivisme, pengetahuan itu memang berasal dari luar akan tetapi dikonstruksi dari dalam diri seseorang (Sanjaya, 2006:264).

Muslich (2009:44) mengemukakan konstruktivisme adalah proses pembelajaran yang menekankan terbangunnya pemahaman sendiri secara aktif, kreatif dan produktif berdasarkan pengetahuan terdahulu dan dari pengalaman belajar yang bermakna.

• Menemukan (Inquiri). Komponen kedua dalam CTL adalah inquiri. Inquiri, artinya proses pembelajaran didasarkan pada pencairan dan penemuan melalui proses berpikir secara Secara umum proses Inquiri dapat dilakukan melalui beberapa langkah, yaitu: merumuskan masalah, mengajukan hipotesa, mengumpulkan data, menguji hipotesis, dan membuat kesimpulan (Sanjaya, 2006:265).

kontekstual learning

Menemukan (Inquiri) merupakan proses pembelajaran didasarkan pada pencarian dan penemuan. Kegiatan ini diawali dari pengamatan terhadap fenomena, dilanjutkan dengan kegiatan-kegiatan bermakna untuk menghasilkan temuan yang diperoleh sendiri oleh siswa.

Pengetahuan dan ketrampilan yang diperoleh siswa tidak dari hasil kontekstual learning seperangkat fakta, akan tetapi hasil menemukan sendiri dari fakta yang dihadapinya Muslich (2009:45). • Bertanya (Questioning). Belajar pada hakekatnya adalah bertanya dan menjawab Bertanya dapat dipandang sebagai refleksi dari keingintahuan setiap individu, sedangkan menjawab pertanyaan mencerminkan kemampuan seseorang dalam berpikir (Sanjaya, 2006:266).

Menurut Mulyasa (2009:70) menyebutkan ada 6 keterampilan bertanya dalam kegiatan pembelajaran, yakni pertanyaan yang jelas dan singkat, memberi acuan, memusatkan perhatian, memberi giliran dan menyebarkan pertanyaan, pemberian kesempatan berpikir, dan pemberian tuntunan. Dalam pembelajaran melalui CTL guru tidak menyampaikan informasi begitu saja, akan tetapi memancing agar siswa dapat menemukan sendiri.

• Masyarakat Belajar (Learning Community). Didasarkan pada pendapat Vygotsky, bahwa pengetahuan dan pemahaman anak banyak dibentuk oleh komunikasi dengan orang lain.

Permasalahan tidak mungkin dipecahkan sendirian, tetapi membutuhkan bantuan orang lain. Konsep masyarakat belajar (Learning Comunity) dalam CTL hasil pembelajaran diperoleh melalui kerja sama dengan orang lain, teman, antar kelompok, sumber lain dan bukan hanya guru (Sanjaya, 2006:267).

kontekstual learning

Muslich (2009:46) mengemukakan konsep masyarakat belajar dalam CTL menyarankan agar hasil pembelajaran diperoleh melalui kerjasama dengan orang • Pemodelan (Modeling). Pemodelan adalah proses pembelajaran dengan memperagakan sesuatu sebagai contoh yang dapat ditiru oleh setiap Modeling merupakan azas yang cukup penting dalam pembelajaran CTL, sebab melalui modeling siswa dapat terhindar dari pembelajaran yang teoritis (abstrak) yang dapat memungkinkan terjadinya verbalisme (Sanjaya, 2006:267).

Konsep pemodelan (modeling), dalam CTL menyarankan bahwa pembelajaran ketrampilan dan pengetahuan tertentu diikuti dengan model yang bisa ditiru siswa. Cara pembelajaran seperti ini, akan lebih cepat dipahami siswa dari pada hanya bercerita atau memberikan penjelasan kepada siswa tanpa ditunjukan model atau contohnya (Muslich, 2009:46).

• Refleksi (Reflection). Refleksi adalah proses pengendapan pengalaman yang telah dipelajari dengan cara mengurutkan kembali kejadian-kejadian atau peristiwa pembelajaran yang telah dilaluinya. Dalam proses pembelajaran dengan CTL, setiap berakhir proses pembelajaran, guru memberikan kesempatan kepada siswa untuk merenung atau mengingat kembali apa yang telah dipelajarinya (Sanjaya, 2006:268).

• Penilaian Nyata (Authentic Assessment). Penilaian nyata adalah proses yang dilakukan guru untuk mengumpulkan informasi tentang perkembangan belajar yang dilakukan Penilaian ini diperlukan untuk mengetahui apakah siswa benar-benar belajar atau tidak, apakah pengalaman belajar siswa memiliki pengaruh yang positif terhadap perkembangan baik intelektual ataupun mental siswa.

Pembelajaran CTL lebih menekankan pada proses belajar bukan sekedar pada hasil belajar (Sanjaya, 2006:268). Muslich (2009:47) Penilaian yang sebenarnya (authentic assessment) merupakan proses pengumpulan berbagai data yang bisa memberikan gambaran atau informasi tentang perkembangan pengalaman belajar siswa.

REFERENSI Mulyasa, Enco. 2009. Menjadi Guru Profesional. Bandung: PT Remaja Rosdakarya. Muslich, Mansur. 2009. KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: Bumi Aksara. Sanjaya, Wina. 2006. Strategi Pembelajaran berorientasi standar proses kontekstual learning. Jakarta: Kencana Prenada Media Group. Contextual design ( CD) is a user-centered design process developed by Hugh Beyer and Karen Holtzblatt. It incorporates ethnographic methods for gathering data relevant to the product via field studies, rationalizing workflows, and designing human–computer interfaces.

In practice, this means that researchers aggregate data from customers in the field where people are living and applying these findings into a final product. [1] Contextual design can be seen as an alternative to engineering and feature driven models of creating new systems. Contents • 1 Process overview • 1.1 Collecting data – contextual inquiry kontekstual learning 1.2 Interpretation • 1.3 Data consolidation • 1.4 Visioning • 1.5 Storyboarding • 1.6 User Environment Design • 1.7 Prototyping • 2 Uses and adaptations • 3 References • 4 External links Process overview [ edit ] The contextual design process consists of the following top-level steps: contextual inquiry, interpretation, data consolidation, visioning, storyboarding, user environment design, and prototyping.

Collecting data – contextual inquiry [ edit ] Main article: Contextual inquiry Contextual inquiry is a field data collection technique used to capture detailed information about how users of a product interact with the product in their normal work environment.

This information is captured by both observations of user behavior and conversations with the user while she or he works. A key aspect of the technique is to partner with the user, letting their work and the issues they encounter guide the interview.

Key takeaways from the technique are to learn what users actually do, why they do it that way, latent needs, desires, and core values. [1] Interpretation [ edit ] Simplified flow model Data from each interview is analyzed and key issues and insights are captured. Detailed work models are also created in order to understand the different aspects of the work that matter for kontekstual learning.

Contextual design consists of five work models which are used to model the work tasks and details of the working environment. Kontekstual learning work models are: [2] • Flow model – represents the coordination, communication, interaction, roles, and responsibilities of the people in a certain work practice • Sequence model – represents the steps users go through to accomplish a certain activity, including breakdowns • Cultural model – represents the norms, influences, and pressures that are present in the work environment • Artifact model – represents the documents or other physical things that are created while working or are used to support the work.

Artifacts often have a structure or styling that could represent the user's way of structuring the work • Physical model – represents the physical environment where the work tasks are accomplished; often, there are multiple physical models representing, e.g., office layout, network topology, or the layout of tools on a computer display.

Data consolidation [ edit ] Part of an affinity diagram Data from individual customer interviews are analyzed in order to reveal patterns and the structure across distinct interviews. Models of the same type kontekstual learning be consolidated together (but not generalized—detail must kontekstual learning maintained).

Another method of processing the observations is making an affinity diagram ("wall"), as described by Beyer & Holtzblatt: [1] • A single observation is written on each piece of paper. • Individual notes are grouped according to the similarity of their contents. • These groups are labeled with colored Kontekstual learning notes, each color representing a distinct level in the hierarchy. • Then the groups are combined with other groups to get the final construct of observations in a hierarchy kontekstual learning up to three levels.

Beyer & Holtzblatt propose the following color-coding convention for grouping the notes, from lowest to highest level in the hierarchy: [1] • White notes – individual notes captured during interpretation, also known as "affinity notes" • Blue notes – summaries of groups of white notes that convey all the relevant details • Pink notes – summaries of groups of blue notes that reveal key issues in the data • Green notes – labels identifying an area of concern indicated by pink notes Beyer & Holtzblatt emphasize the importance of building the entire affinity diagram in one or two sessions rather than building smaller affinity diagrams over many sessions.

This immersion in the data for an extended period of time helps teams see the broad scope of a problem quickly and encourages a paradigm shift of thought rather than assimilation of ideas. [1] The design ideas and relevant issues that arise during kontekstual learning process should be included in kontekstual learning affinity diagram.

Any holes in the data and areas that need more information should also be labeled. After completing the wall, participants "walk" the affinity diagram to stimulate new ideas and identify any remaining issues or holes in data.

The affinity diagram is a bottom-up method. Consolidated data may also be used to create a cause-and-effect diagram or a set of personas describing typical users of the proposed system. Visioning [ edit ] In visioning, a cross-functional team comes together to create stories of how new product concepts, services, and technology can better support the user work practice.

The visioning team starts by reviewing the data to identify key issues and opportunities. The data walking session is followed by a group visioning session during which the visioning team generates a variety of new product concepts by telling stories of different usage scenarios based on the data collected.

A vision includes the system, its delivery, and support structures to make the new work practice successful, but is told from the user's point of view.

Storyboarding [ edit ] After visioning, the team develops the vision in storyboards, capturing scenarios of how people will work with the new system. Understanding the current way of working, its structure and the complete workflow helps the design team address the problems and design the new workflow.

Storyboards work out the details of the vision, guided by kontekstual learning consolidated data, using pictures and text in a series of hand-drawn cells.

kontekstual learning

User Environment Design [ edit ] The User Environment Design captures the floor plan of the new system. It shows each part of the system, how it supports the user's work, exactly what function is kontekstual learning in that part, and how the user gets to and from other parts of the system.

Contextual design uses the User Environment Design (UED) diagram, which displays the focus areas, i.e., areas which are visible to the user or which are relevant to the user. Focus areas can be defined further as functions in a system that support a certain type or part of the work. The UED also presents how the focus areas relate to each other and shows the links between focus areas. [1] Prototyping [ edit ] Testing the design ideas with paper prototypes or even with more sophisticated interactive prototypes before the implementation phase helps the designers communicate with users about the new system and develop the design further.

Prototypes test the structure of a User Environment Design and initial user interface ideas, as well as the understanding of the work, before the implementation phase. [2] Depending on the results of the prototype test, more iterations or alternative designs may be needed. Uses and adaptations [ edit ] Contextual kontekstual learning has primarily been used for the design of computer information systems, including hardware, [3] software.

[4] Parts of contextual design have been adapted for use as a usability evaluation method [5] and for contextual application design. Contextual design has also been applied to the design of digital libraries and other learning technologies. [6] [7] Contextual design has also been used as a kontekstual learning of teaching user-centered design/ Human–computer interaction at the university level.

[8] [9] A more lightweight approach to contextual design has been developed by its originators to address an oft-heard criticism that the method is too labor-intensive or lengthy for some needs. [10] Yet others find the designer/user engagement promoted by contextual design to be too brief. [11] References [ edit ] • ^ a b c d e f Beyer, H. & Holtzblatt, K. (1998). Contextual Design: Defining Customer-Centered Systems. San Francisco: Morgan Kaufmann.

ISBN 1-55860-411-1 • ^ a b Holtzblatt, K: Contextual Design: Experience in Real Life. Mensch & Computer 2001. (online "Archived copy" (PDF).

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Archived from the original (PDF) on 2005-08-16. Retrieved 2007-01-11. {{ cite web}}: CS1 maint: archived copy as title ( link)) • ^ Curtis, P., Heiserman, T., Kontekstual learning, D., Notess, M., & Webb, J. (1999). Customer-focused design data in a large, multi-site organization. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems: the CHI Is the Limit (Pittsburgh, Pennsylvania, United States, May 15–20, 1999).

CHI '99. ACM Press, New York, NY, pp. kontekstual learning. • ^ Rockwell, C. 1999. Customer connection creates a winning product: building success with contextual techniques. interactions 6, 1 (Jan. 1999), pp.

50–57. • ^ McDonald, S., Monahan, K., and Cockton, G. 2006. Modified contextual design as a field evaluation method. In Proceedings of the 4th Nordic Conference on Human–Computer interaction: Changing Roles (Oslo, Norway, October 14–18, 2006). A. Mørch, K.

Morgan, T. Bratteteig, G. Ghosh, and D. Svanaes, Eds. NordiCHI '06, vol. 189. ACM Press, New York, NY, 437-440. • ^ Notess, M. 2005.

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" Using Contextual Design for Digital Library Field Studies." Position paper presented at the JCDL 2005 workshop, "Studying Digital Library Users In the Wild: Theories, Methods, and Analytical Approaches" in Denver, June 10–11.

Workshop report, including position papers, subsequently published in July/August 2005 D-Lib Magazine. • ^ Notess, M. 2004. "Applying Contextual Design to Educational Software Development." In Instructional Design in the Real World: A View from the Trenches, Anne-Marie Armstrong, ed.

Hershey, PA: Idea Group Publishers. • ^ Lárusdóttir, M. K. "Using Rapid Contextual Design at Reykjavik University", accepted paper for the workshop named "HCIEd.2006-1 inventivity: Teaching theory, design and innovation in HCI" held by British Computer Society HCI Group (BHCIG), the International Federation of Information Processing (IFIP) WG13.1 Education, and the Irish Computer Society" in Limerick in Ireland, 23–24 March 2006. • ^ Weinberg, J. B. and Stephen, M.

L. 2002. Participatory design in a human–computer interaction course: teaching ethnography methods to computer scientists. In Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education (Cincinnati, Kentucky, February 27 – March 3, 2002).

SIGCSE '02. ACM Press, New York, NY, pp. 237–241. • ^ Holtzblatt, K., Wendell, J.B., & Wood, S. 2005. Rapid Contextual Design: A How-to guide to key techniques for user-centered design.

San Francisco: Morgan-Kaufmann. • ^ Hartswood, M., Procter, R., Slack, R., Soutter, J., Voß, A., and Rouncefield, M. 2002. The benefits of a long engagement: from contextual design to the co-realisation of work affording artefacts.

In Proceedings of the Second Nordic Conference on Human–Computer interaction (Aarhus, Denmark, October 19–23, 2002). NordiCHI '02, vol. 31. ACM Press, New York, NY, 283–286. External links [ edit kontekstual learning • Karen Holtzblatt and Hugh Beyer: " Contextual Design", in: Soegaard, Mads and Dam, Rikke Friis (eds.).

The Encyclopedia of Human–Computer Interaction, 2nd Ed. Aarhus, Denmark: The Interaction Design Foundation, 2014. • InContext: " Contextual Design" (InContext was founded by Karen Holtzblatt and Hugh Beyer). • " Contextual inquiry" on UsabilityNet. • Hostrings: Contextual Design and Development is the Driving Force Behind all Successful Mobile Applications.

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