LED Design

A ternary photocatalyst has been successfully constructed through the integration of Au, CdS and hollow carbon nitride nanospheres (HCNS), where Au nanoparticles were designed to shuttle interparticle transfer of charge carriers between CdS and HCNS photosensitizers to establish two-photon (Z-scheme) photocatalytic tandem systems for solar fuel production. The solid-state CdS-Au-HCNS Z-scheme nanocomposites were efficient for H2 evolution (with a quantum yield of 8.7% at 420 nm) and CO2 reduction catalysis with visible light irradiation. This work further proves the feasibility of employing hollow conjugated polymer photocatalysts in the function-led design of artificial Z-type photosynthetic machinery on soft material interfaces.

Information systems and computing systems thinking as a basis for client-led design describing and modelling systems using systems tools a view of organizations for client-led design of information systems action-research - a method for client-led design Waverly-Randall study information system description and technical specification the Blackwood Library case end note.

Practice-led research has been under debate for nearly three decades. One of the major issues of this form of research concerns how the researchers who are also the artists/designers can reflect on and document their creative processes in relation to their research topic. In this article, we review and discuss reflection and documentation in practice-led design research through four doctoral research projects completed at the Aalto University School of Art and Design. The cases come from craft related fields, i.e. from ceramics, glass, jewellery and textiles. This article poses twofold questions: firstly, it examines the role of creative processes and their outputs in practice-led research context and secondly, the role of documentation and reflection of the creative processes and products in the studies. In conclusion, documentation in practice-led research context can function as conscious reflection on and in action. Any means of documentation, whether it is diary writing, photographing or sketching, can serve as a mode of reflection.

This paper proposes “teacher-led design inquiry of learning” as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields. Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachers’ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice.

Abstract. Since the mid‐1980s there has been a growing interest in the application of soft systems methodology (SSM) to the information systems design process. This interest has resulted from attempts to overcome the recognized deficiencies of conventional computer systems analysis methods and techniques. A particular problem which has received attention over the past 5 years is the epistemological and operational differences between the investigative process of the pre‐design stage and the technological specification. We suggest that this argument is somewhat unproductive and advocate a necessary rethinking about the nature of information systems and the use of technology to support their activities. A re‐evaluation of the way that we set about designing computer‐based information systems suggests that many of the problems of conventional systems analysis methods may be alleviated by an approach that allows the ‘client’, or ‘user’, to have a greater control over the identification, specification and development of their information system(s). The authors' belief in this course of action has led to the development of client‐led design as an underpinning philosophy for user participation in the design of computer‐based information systems. Client‐led design draws upon and develops concepts and tools from ‘interpretive’, or ‘soft’, systems thinking and, in particular, can be seen as providing a framework for the type of subjective inquiry that Checkland & Scholes (1990) referred to as ‘ideal‐type’ mode 2 SSM. This paper is related to the papers published in the Journal of Information Systems (Vol. 3, No. 3), which was a special edition to illustrate the influence of ‘soft’ systems thinking upon information systems design and development.

Gels and aerogels derived from colloidal nanoparticles not only own the advantages of the traditional aerogels like ultra-low density, large surface area and high porosity, but also retain some of the unique properties of the nanoparticles. These characteristics endow such new types of materials with the possibility of promising applications. In this review, we focus on the function-led design of aerogels from the 3D assembly of 0D spherical particles, 1D nanowires, and 2D nanosheets, and especially their applications in catalysis, sensing, optoelectronics, pollutant adsorbents/filtration, and beyond.

This paper describes theory-led design as a way of developing novel tools for learning analytics. It focuses upon the domain of real-time automated discourse analysis (ADA) of group learning activities to facilitate instructor orchestration of online groups. The paper outlines the literature on the development of LA especially within the domain of ADA, and proposes that there is reason to conduct more tool development based upon first-principles . It describes first principles as being drawn from theory and subsequently informing the structure and behaviour of tools and presents a framework for this process. The framework is substantiated through the example of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and examples of results from use with real-world data are presented. The paper concludes that whilst design purely from first principles may be elusive, the call is for more intent to explicitly connect the design process to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of a the outcomes from tools connecting back to theory.

We present the concept of a novel resonant-cavity LED design where a symmetric resonant cavity (RC) is added to the outcoupling reflector. Because of the peculiar characteristics of the resulting mirror, these so-called RC/sup 2/LED's have a much higher extraction efficiency into a limited NA as compared to conventional RCLED designs.

This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students’ professional skills in LED design as well as meta-cognitive thinking. The participants of the study, 73 junior students were divided into two groups, OPA group (with OPA) and Traditional group (without OPA). The evaluation results were listed as follows. (1) OPA group performed better than Traditional group in concept clarification. (2) For the enhancement of LED design skills in well-structured problem solving, OPA group performed better than Traditional group. (3) For the enhancement of LED design skills in ill-structured problem solving, there was no significant difference between the performances of these two groups. (4) For students’ perception about the effect of OPA applied in PBL, OPA group could benefit from inquiry learning and reflective thinking. Most students agreed that the two-stage LED simulation of PBL course was challenging and interesting and they learned useful things from the course.

Donald Schon (1995) describes the development of design through making as a reflective ‘conversation with the materials of the situation’. In design practice and research this dynamic dialogue often originates from playful making processes built on intuition and embodied knowledge. Using ludic research methods in practice-led research allows one to work spontaneously and without pre-meditated purpose. It offers opportunities to break out of linear patterns of thought and established ways of working ingrained by institutional education and years of professional practice. But how is it possible to preserve this precious playfulness within institutional constraints that often prioritise intellectualised, rationalised and well-documented methodologies? To achieve balance and rigor it is necessary to devise systems to record and reflect upon both the pragmatic and the phenomenological aspects of the research without losing the spontaneity of embodied, playful and intuitive design practices. This paper investigates the use of methods such as ‘reflection-in-action’ and ‘active documentation’ that allows the later evaluation and analysis of playful research activities whilst maintaining the ability to play authentically at the point of making. It explores how such methods might best support the development of original practice-led design research that retains playful practices of making at its core.