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DSGN - DIM

“Articulating theories of change towards more just and transformative design practices”

In any collaborative change-making process, team members hold individual,and often differing, ideas about how change happens. These ideas may addresswhether to work top-down or bottom-up, what leverage points are to be targeted, orwho should be involved in the work, in what capacity, and when. If these differencesin perspectives are not examined and discussed, they can lead to conflicting actions,lessen positive impact, and may even do harm. Mapping “Theories of Change” is anapproach that has been used to clarify strategiesfor initiating change across many sectors. Yet, when it comes to complex design engagements, we propose that a differentapproach is needed. Rather than utilizing a formal modeling process, we believe thatteams can find alignment and build more productive working relationships throughconversations that engage and clarify beliefs about transformation. In this paper, wepropose that designers should acknowledge, reflect, and discuss change theorieswithin collaborative teams. We offer a framework to support dialogue about changethat reflects three common phases of designing: Situate & Relate, Understand & Reframe, Intervene & Observe
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Academic Journal
BIS

“Aspects of 'Relevance' in the Alignment of Curriculum with Educational Standards”

Retrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40% of the time. We present the results of an experiment in which the dependent variable ‘alignment’ is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through ‘clues’ from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of ‘overall alignment’ is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments.
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