Leading from the engine room

Kutay, C; Leigh, E

Leading from the engine room

Kutay, C

Leigh, E

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Publication Type:: Conference Proceeding
Citation:: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2018, 10711 LNCS pp. 30 - 42
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Kutay, C https://orcid.org/0000-0002-6682-979X	en_US
dc.contributor.author	Leigh, E	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2018, 10711 LNCS pp. 30 - 42	en_US
dc.identifier.isbn	9783319787947	en_US
dc.identifier.issn	0302-9743	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121487
dc.description.abstract	© Springer International Publishing AG, part of Springer Nature 2018. This paper explores relationships and challenges facing teams creating simulation-based learning environments. Drawing on our experience of governance within Australian Indigenous cultures and specific work incidents as case studies, we explore tensions, triumphs and insights occurring during collaborative ventures intended to produce online learning activities. Our view is ‘from the engine room’ - at that point where technology and design expertise reframe creative ‘story boards’ into ‘interactive learning experiences’ requiring productive harnessing of diversity. Creation of scenario-based learning environments requires an understanding of specific content, along with the array of available learning pathways. Appreciating pitfalls likely to hinder the design process is vital. Scenarios use specific, and specialized artefacts and technologies to create interactive learning environments; computer-based technologies make the process even more complex, requiring highly specialized skills to contribute particular elements. More and more people are involved, and a greater number of specializations contribute to the final product. We draw on Human Computer Interaction practices to explore designer - developer interfaces and explore what may be involved in developing aware, conscious leadership of this emergent complexity. Words penned by Harrison (1967) aptly encapsulate our theme - “We were talking about the space between us all”.	en_US
dc.relation.ispartof	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)	en_US
dc.relation.isbasedon	10.1007/978-3-319-78795-4_3	en_US
dc.subject.classification	Artificial Intelligence & Image Processing	en_US
dc.title	Leading from the engine room	en_US
dc.type	Conference Proceeding
utslib.citation.volume	10711 LNCS	en_US
utslib.for	0806 Information Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	10711 LNCS	en_US

Abstract:

© Springer International Publishing AG, part of Springer Nature 2018. This paper explores relationships and challenges facing teams creating simulation-based learning environments. Drawing on our experience of governance within Australian Indigenous cultures and specific work incidents as case studies, we explore tensions, triumphs and insights occurring during collaborative ventures intended to produce online learning activities. Our view is ‘from the engine room’ - at that point where technology and design expertise reframe creative ‘story boards’ into ‘interactive learning experiences’ requiring productive harnessing of diversity. Creation of scenario-based learning environments requires an understanding of specific content, along with the array of available learning pathways. Appreciating pitfalls likely to hinder the design process is vital. Scenarios use specific, and specialized artefacts and technologies to create interactive learning environments; computer-based technologies make the process even more complex, requiring highly specialized skills to contribute particular elements. More and more people are involved, and a greater number of specializations contribute to the final product. We draw on Human Computer Interaction practices to explore designer - developer interfaces and explore what may be involved in developing aware, conscious leadership of this emergent complexity. Words penned by Harrison (1967) aptly encapsulate our theme - “We were talking about the space between us all”.

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http://hdl.handle.net/10453/121487