Most of the feedback loops in employment — from salary payments to annual performance appraisals — were torturously long. So Coonradt proposed shortening them by introducing daily targets, points systems, and leaderboards. These conditioned reinforcers would transform work from a series of monthly slogs into daily status games, in which employees competed to fulfil the company’s goals.

This led him to propose two kinds of reward: primary and conditioned reinforcers. A primary reinforcer is something we’re born to desire. A conditioned reinforcer is something we learn to desire, due to its association with a primary reinforcer. Skinner found that conditioned reinforcers were generally more effective in shaping behavior, because while our biological need for the primary reinforcer is easily satiable, our abstract desire for the conditioned reinforcer isn’t. The pigeons would stop seeking food once their bellies were full, but they’d take far longer to get tired of hearing the food dispenser click.

Skinner’s goal was to make his pigeons peck the button as many times as possible. From his experiments, he made three discoveries. First, the pigeons pecked most when doing so yielded immediate, rather than delayed, rewards. Second, the pigeons pecked most when it rewarded them randomly, rather than every time. Skinner’s third discovery occurred when he noticed the pigeons continued to peck the button long after the food dispenser was empty, provided they could hear it click. He realized the pigeons had become conditioned to associate the click with the food, and now valued the click as a reward in itself.

A very interesting example of just this issue was raised when they had the Treasures of Heaven exhibition at the British Museum, and they brought together numerous relics and the beautiful reliquaries within which they were set, and icons from Byzantium and elsewhere in the eastern parts of Europe and put them on display. Now, the visitors included people of the Eastern Orthodox faith, and, in that faith, the proper way in which to venerate an icon is to kneel before it, to pray before it and to kiss it.Now, was the British Museum going to allow visitors to kiss this exhibition, the items in this exhibition? Or actually, shouldn't the British Museum have obliged everyone to do so? Merely viewing such icons from a distance and not engaging in that sensory interaction with them would be to defeat their sensory presence, their way of being in the world. And so, I would love to see more experimentation with historically appropriate manners of viewing.

a lot of these objects were not meant to be put in a museum. A lot of them were in people's homes, in their cabinet of curiosities, or in the place where only men would be able to gaze at them, or in churches or in other different formats. And then now that they're in a museum setting with general visitors, what is the museum's responsibility in how we are talking about this, how we're choosing to display them, how we're choosing to talk about them in the labels, in the catalogs, in the exhibitions? Because all of that is adding to the art historical knowledge.

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James Norris is the owner and operator of Ex Nihilo 3D Print and Design in Spring, Texas. He has always had a fascination with figuring out how things work and seeing if there was a way it could be better. In late 2016 his wife, a burgeoning writer, purchased their first typewriter. He soon became obsessed with all the amazing parts and mechanisms. From there the typewriter collecting began.​From the first Olympia, to an inherited Olivetti, to his first Selectric, and so on.While repairing these machines he realized that there where a few setbacks. The most immediate being parts availability. So armed with his 3d printer he designed and printed his first part. A Selectric cycle clutch pulley in mid 2021. After showing the 3d printed part to some like minded individuals he was happy to learn that they were as excited as he was. He loves to design new parts and accessories to bring these typewriters back to life.James is thrilled to be working with Philly Typewriter, and looks forward to helping with your current and future parts needs. James lives in Texas, is married with two children.

Sundberg’s first typewriter design was for IBM in 1955. This was for what we generally call the IBM Executive (Model C/Model 41);

Most designers today think of themselves as the designers of objects. If we follow the argument presented here, we reach a very different conclusion. To make objects with complex holistic properties, it is necessary to invent generating systems which will generate objects with the required holistic properties.

design forms through the iterative readings and responses to interrelational conditions, with the intention of producing environments synchronous with their cultural settings.

an overall design problem cannot be divided into sub-problems, and consequently, that it is impossible to arrive at a novel design solution as a summary process of solving individual problems one after the other

Wonderful article by the philosopher Jared Henderson, who I regularly watch on YouTube.

23 GFSS Activity Design Guidance documents

Learning from the CA secondment informed KDLT’s subsequent design and implementation of retreats for CN and CR

prepared a menu of services

A really nice example of a model from the birth of Remington's Quiet-Riter line. The bulbous styling bears some resemblance to Henry Dreyfuss' Mercury steam locomotive engine from 1938, but the typewriter itself includes modern conveniences such as segment shift and tab set and clear at the keyboard.

Link to academic resources, as appropriate (such as Office of Disability Services, Learnin

The content needs to be grounded instated course learning goals and be organized into content segments/modules.a. Structure the course to support the learning goals.b. Arrange the course content in a linear, logical structure, and organize the content intomanageable segments/modules.c. Use consistent organizational structure, color scheme, and textual components throughoutthe course to help students navigate the course.d. Provide course materials (graphics, media, documents, etc.) in accessible formats (ADACompliance for Online Course Design).

ate overall course learning goals clearly and measurably

Clarity is key: Provide crystal-clear instructions for assignments and grading criteria. Avoid confusing instructions. For example, students expressed frustration with assignment details being posted in the LMS but professors requesting submissions via email. Stay in the loop: Communicate with students by offering due dates, announcements, and calendar reminders. Timely and clear feedback on grades on the LMS empower students to track their progress effectively.

Post everything: Make sure all relevant course materials, such as the syllabus, grading scales, study guides, lecture slides, assignment instructions, and rubrics, are readily available on the LMS.

Structuring course materials in a clear and consistent manner is paramount. Use folders and course menus to group related materials, ensuring that everything is easily accessible. For example, some of our instructors have folders for each week with readings and assignments, while others choose to organize by chapters or units.

For completing tasks such as reading instructions, submit-ting an assignment, and posting to the discussion board,a chronological layout was more efficient. Figures 7 and 8are an example of individual participant’s gaze plot for eachgroup while completing the second task of reading the assign-ment instructions. The visualizations show that when giventhe instruction to complete a task by week or module, thechronological layout was more compelling at guiding partici-pant’s visual attention to the weekly modules on the naviga-tion menu. Not to mention, those in the Chronological groupcommitted fewer mistakes than participants in the Functionalgroup for all instructional activities, with the exception oflocating grades.What was les

Functional group completed the prescribed tasks fasterthan the participants in the Chronological group. In particu-lar, the completion time was faster in the Functional group forstudents to locate the syllabus, look up their grades, and findthe help link. With the precise name of the link to the coursesyllabus directly at the top of the main navigation area, it wasextremely easy for participants to find correctly without delay.Similarly, looking up grades and finding the help link wasstraight-forward in the functional layout.

Some participants alsocommented on the lack of organization with the menu items orhaving extra menu items that were not used in the course, whichled to confusion.

shown in Table 5. Overall, participants in theChronological group were more successful at finding thelocation for completing the prescribed instructional activities,than those in the Functional grou

As shown in Figure 3, participants reportedthat submitting assignments and checking their grades werethe most common activities, followed by reviewing classannouncements and completing quizzes or tests

The overarching motivation behind this line of research isan interest in developing course sites that are potentially moreintuitive to navigate for students, which could potentiallyenhance student learning experiences through the reductionof extraneous cognitive load (Sweller, 2016).

usability looks at how easy the interface is to use andconsists of five quality components: learnability, efficiency, mem-orability, errors, and satisfaction

One area that is typically not discussed in faculty training ishow to design a course in the LMS. Without sufficient training,courses tend to suffer from a lack of attention to design (R.Oliver, 1999) and design plays a key role in how learnersinteract with the LMS

such, it is reasonable to infer that if a student cannot interactwith the LMS or find the content required, then the student’ssatisfaction would decrease (Green, Inan, & Denton, 2012;Inversini, Botturi, & Triacca, 2006) or performance wouldbe hindered (Wang, 2010). Thus, faculty learning how todesign an intuitive user interface in an LMS is necessary inorder to ease the interaction between the learner and thecontent

Students in the Functional group completed a set of typical instructional activities slightly faster overall than participants in the Chronological group. However, students in the Chronological group reported a higher ease of use and needed less help completing the activities.

The lines between the design of content and the design ofthe functionality in future learning systems is becomingmore blurred. With ambitions of providing adaptive andcustom-designed learning experiences, even in face-to-facesettings, more and more instructional activities are delivereddigitally. It seems timely for the fields of education and userexperience (UX) to be integrated for the benefit of studentsacross all levels in all disciplines.

the ideal course layout is a balance of both functional andchronological elements. The findings directly apply to instruc-tors at universities and colleges who teach using an LMS, byway of possibly helping instructors design their course sites inan informed, intuitive way for students.

The designer of online courses needs to consider how he or she and others teachinga course will be able to leverage design features such as built-in interactions andavenues for communication

Clearly set expectations and how instructors see their role in class discussions (asDennen, 2005, found, there is not one right way to facilitate discussions) (Shea,Hayes, & Vickers, 2010)• Add humor when appropriate (e.g., post content-related comic strips) (seeGunawardena & Zittle, 1997; Rourke et al., 1999; Sung & Mayer, 2012; Wiseet al., 2004)

to design courses that reflect not only your personality but also,most importantly, your own instructional values

investigated instructor social presence in accelerated onlinecourses which the instructors did not design and in which they did not have authoringaccess to the courses. In courses like these, the instructors could only share things aboutthemselves—and that they were “real” and “there”—through the course discussions andthe grade book. In this mixed-methods exploratory study that focused solely on analyzingonline course discussions, Lowenthal found that instructors spent some time establishingtheir own social presence (e.g., greetings and salutations, inclusive language, empathy)but that they quickly shifted their focus from social presence behaviors to teaching pres-ence behaviors (e.g., dealing with course logistics), most likely because of the lack of timein eight-week accelerated online courses

concept of intimacy (Argyle & Dean, 1965), which in instructional terms can be thoughtof as supporting and meeting the needs of individual learners. Although an instructor’ssocial presence, and specifically this type of immediacy and intimacy, depends largelyon teacher-to-student interaction, it also depends on the design and development deci-sions that permeate all aspects of a course, including individual projects or assignments

posit that without specialconsideration, the typical asynchronous discussion format of many onlinecourses aligns poorly with constructivist theory and the nature of learningcomplex course material, such as that which is found in most MAEdcourses.

were significantly more likely to saythat assignments were the most important factor, and they ranked course organization significantly higherthan students who chose face-to-face classes

Norman, now 88, explained to me that the term “user” proliferated in part because early computer technologists mistakenly assumed that people were kind of like machines. “The user was simply another component,” he said. “We didn’t think of them as a person—we thought of [them] as part of a system.” So early user experience design didn’t seek to make human-computer interactions “user friendly,” per se. The objective was to encourage people to complete tasks quickly and efficiently. People and their computers were just two parts of the larger systems being built by tech companies, which operated by their own rules and in pursuit of their own agendas.

BOX 8-3 Mayer’s Principles to Guide Multimedia Learning

Dreyfuss Henry (Doris) ind designer h500 Columbia SY9-7151 Riana huyeace oe +» « MU2-1500

Tried it with Sepedi and English and yho, your Sepedi 👎. How will kids learn if you don't pronounce words correctly? Get someone who knows and can pronounce/speak the languages fluently

friendly digital helper is a good idea in digital products for children. Designing a virtual helper, cool and cute character that will help children to navigate through the product, can make the user experience smoother and more interactive.

Physical  difference is the first thing to take into account when designing for kids. Children’s motor skills (especially at a young age) are different from those of other age groups. Younger kids’ motoricts change their user behavior. For example, at early age children typically type slowly or have limited control of the mouse. This is something designers have to pay attention to when creating UI for children.

UX design for kids

educationaldesign research methodology.

Nevertheless, despite the impact of multimedia tools on the improvement of teaching and learning activities, it could be counterproductive if the computer-based tools are not properly designed or the instructional materials are not well composed.

Children's needs are increasingly recognized in the UI/UX design industry. Important sectors – education, gaming, and healthcare – are now seeking designers specializing in creating interactive solutions for children.

What are some of the best practices for kids’ UX design?

What are some top UX design principles when designing for kids?Some important UX design principles when designing for kids are as follows. Simplicity and clarity Interactive and engaging elements Age-appropriate content Safety and privacy Consistent feedback and rewards

The needs of children, when it comes to digital designs, vary from those of adults. However, several UX principles, design patterns, and preferences hold for kids and adults. The overarching goal of any design, i.e., to create valuable and usable solutions for a user, stays the same for all audiences.

What are the unique UX needs of children?Four critical areas must be considered when designing products and services for children. Cognitive abilities Motor skills Attention span Emotional responses

UI/UX designers

What is child-centric design in UI/UX?Child-centric design in UI/UX focuses on understanding and meeting the needs of children as the target audience. This approach prioritizes the needs of children, treating them as expert users and targeting their specific concerns as they interact with a product or service.

What are some top sectors where designing for kids is essential?The following sectors need UX designs for kids. Educational apps

Mobile and tablet apps have become an indispensable part of growing up. As a parent myself, I’ve witnessed firsthand the incredible impact these apps can have on early childhood development.

A Unified Theory for Designing Just About Anything

mundane design

4.3 Locate primary navigation in a highly noticeable place.

What are some critical UX preferences for kids?Some necessary UX preferences for kids are as follows. Need for intuitive design Desire for engaging content Importance of feedback

We also list some best practices and design principles to ensure better quality designs for children of different ages.

child-centric design

A cross-functional KDLT team successfully worked with USAID to deliver the Gender Global Learning and Evidence Exchange in Ghana for over 125 USAID staff and partners

You cannot. And you're not supposed to. When an account is deleted, it is disassociated from all existing posts by design.

Don't worry about performance too early though - it's more important to get the design right, and "right" in this case means using the database the way a database is meant to be used, as a transactional system.

a justicia del diseño pregunta si las posibilidades de un objeto o sistema diseñado reducen desproporcionadamente las oportunidades para grupos de personas ya oprimidos al tiempo que mejoran las oportunidades de vida de los grupos dominantes, independientemente de si los diseñadores pretenden este resultado.

My personal experience suggests we tendto overestimate our design abilities.

Wirth himself realized the problems of Pascal and his later languages are basically improved versions of Pascal -- Modula, Modula-2, and Oberon. But these languages didn't even really displace Pascal itself let alone C -- but maybe if he had named them in a way that made it clear to outsiders that these were Pascal improvements they would have had more uptake.

by far the most illuminating to me is the idea that mental causation works from virtual futures towards the past 00:33:17 whereas physical causation works from the past towards the future and these two streams of causation sort of overlap in the present

book aims of education

You should take care, however, to make sure that your individual objects can stand alone as much as possible. Tightly coupled objects are objects that rely so heavily on each other that removing or changing one will mean that you have to completely change another one - a real bummer.

Congratulations to HIVE LEARNERS COMMUNITY

Congratulations to HIVE LEARNERS COMMUNITY

Publish completed designs to Zeplin's platform while you iterate on designs in your design tool.

I'm not sure that isolating design is something I'd prefer. I'd rather have an issue tagged (labeled) as such, and then attach design artifacts. I start a design in the same way I start frontend, with a list of requirements and acceptance criteria in mind, the design is just an artifact, a deliverable, an asset.

I feel that the current design area should be a key part of the workflow on any work item, not just type of designs. As a PM I don't schedule designs independently. It's odd to open and close a design issue when it doesn't deliver value to the customer.

Generally speaking, plaza are public while warrens are private. Plaza are easy to expand, because people can see what is going on in the community and decide whether to join the community. On the contrary, warrens are personalized contents in social network, which makes they scale free. Therefore, communities that have a plaza-like structure are easy to expand, thus suffering more from Evaporative Cooling Effect, while communities having warren-like structure are not very scalable, but more stable. A successful social network should somehow combining those two structures, taking both scalability and stability into account.

The Evaporative Cooling Effect describes the phenomenon that high value contributors leave a community because they cannot gain something from it, which leads to the decrease of the quality of the community. Since the people most likely to join a community are those whose quality is below the average quality of the community, these newcomers are very likely to harm the quality of the community. With the expansion of community, it is very hard to maintain the quality of the community.

Venkatesh Rao thinks that the Nazi bar analogy is “an example of a bad metaphor contagion effect” and points to a 2010 post of his about warren vs plaza architectures. He believes that Twitter, for example, is a plaza, whereas Substack is a warren: A warren is a social environment where no participant can see beyond their little corner of a larger maze. Warrens emerge through people personalizing and customizing their individual environments with some degree of emergent collaboration. A plaza is an environment where you can easily get to a global/big picture view of the whole thing. Plazas are created by central planners who believe they know what’s best for everyone.

open-minded, imaginative, and resourceful.

Dual focus on theory and practice

The educational design research proc

n the same way that engineering

Fifteen months into the regulatory review process, Figma and Adobe no longer see a path toward regulatory approval of our proposed acquisition.Figma and Adobe have reached a joint decision to end our pending acquisition. It’s not the outcome we had hoped for, but despite thousands of hours spent with regulators around the world detailing differences between our businesses, our products, and the markets we serve, we no longer see a path toward regulatory approval of the deal.

Most browsers do give focus to a button being clicked, but Safari does not, by design.

The mIRC interface was in no way perfect, and yet it was so advanced we're apparently no longer able to recreate it

In API design, exceptional use cases may justify exceptional support. You design for the common case, and let the edge case be edge. In this case, I believe lib deserves ad-hoc API that allows users to do exactly that in one shot:

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology (edtech) in their classrooms.

n contemporary society, the way we consume information has also started to become more liquid. We “stream” data to our computers. Content “flows” across different platforms and adjusts itself to the material container and the angle at which we view it. Information is no longer held in static, material formats, but is made mobile and ephemeral. This shift has had consequences for the graphic designer too. The designer not only has to adapt to this new medium, she is also no longer the only one with the skills to use it. Digitization and the Internet have made it increasingly easy for laypeople to access software and tutorials to make their own designs at little to no cost. With these developments, graphic design as a profession has started to lose its definition and its sense of identity.

where I have access to the full reply chain, of which my own instance often captures only a subset

Messages are delineated by newlines. This means, in particular, that the JSON encoding process must not introduce newlines within a message. Note however that newlines are used in this document for readability.

Le design appliqué aux politiques publiques

The tri-colored ribbon, folded into a patriotic symbol, is intended to evoke the connectedness of the American people. Aaron Draplin, who designed the stamp, created the artwork first by sketching the design by hand and then rendering it digitally. Greg Breeding served as the project’s art director.

Well-thought-out, idiomatic APIs

Design is hope made visible

DCloyceSmithEdited: Mar 23, 2010, 12:22 pm It's a closely held secret: There is in fact no scheme to the color scheme. I can't speak for my predecessors, but I've "chosen" the colors for the last ten years, and the primary considerations have been (1) break up the colors for contiguous authors/titles when the volumes are alphabetized on the shelf (and try to keep additional tan volumes away from all those Henry James volumes), and (2) balance the collection as a whole. A couple of times, an author's son or daughter has specifically requested a cloth color, and of course I'll accommodate their decision. (And sometimes, the colors do pick themselves, like green cloth for the American Earth volume.)For the record, here are the color breakdowns through the Emerson volumes (not including the Twain Anthology and the Lincoln Anthology, when we used unique colors):Red -- 52 Blue -- 51 Green -- 48 Tan -- 50 (counting the Franklin as 2 volumes)David

Another way I get inspiration for research ideas is learning about people's pain points during software development Whenever I hear or read about difficulties and pitfalls people encounter while I programming, I ask myself "What can I do as a programming language researcher to address this?" In my experience, this has also been a good way to find new research problems to work on.

Good fiction doesn’t just happen, it is designed. You can do the design work before or after you write your novel.

these are the seven main thrusts of the series

all that sense making and problem 00:14:18 solving has been siloed

1 3 4 5 7 9 8 6 4 2

Contemporary America simply isn’t set up to promote mutuality, care, or common life. Rather, it is designed to maximize individual accomplishment as defined by professional and financial success. Such a system leaves precious little time or energy for forms of community that don’t contribute to one’s own professional life or, as one ages, the professional prospects of one’s children. Workism reigns in America, and because of it, community in America, religious community included, is a math problem that doesn’t add up.

Steve Jobs said it beautifully: "Design is a funny word. Some people think design means how it looks. But of course, if you dig deeper, it’s really how it works."I’ll say it another way: Design is the act of intentionally trying to influence an outcome.Design is a means of controlling our destiny. Design is a way to reject a status quo we dislike. Design is how we don’t turn into the "this is fine" dogDesign is what we humans have been doing since the dawn of our existence because we were blessed with oh-so-large brains housing that marvelous prefrontal cortex which gave us the ability to plan.Our hunter-gatherer ancestor was designing when she decided to plant seeds to prevent future hunger. Admiral Nelson was designing when he issued a surprise flank formation to overcome a navy twice his size. Taylor Swift was designing when she brushed her hand casually across his and masterminded that last relationship.Design is a sword against chaos. Design is the pixie dust for innovation. Design is the foundation for the pursuit of happiness.

In a true docu-ment-centered system, you start aspreadsheet by just putting in columns(e.g. with tabs)