Models

Wartofsky, Marx W.

doi:10.1007/978-94-009-9357-0

Cited by 258 publications

(11 citation statements)

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“…We also reviewed papers that explicitly addressed 'anomaly management', 'dynamic fault management' or one of the model's components in the title, abstract or content, and made contributions to the original model independent of their field or domain of research (Table 1). These studies further clarified the constructs and their interactions, which resulted in a model with clearer boundaries and relationships among them (Wartofsky 1979).…”

Section: Inmentioning

confidence: 97%

How the cockpit manages anomalies: revisiting the dynamic fault management model for aviation

2019

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More than 20 years ago, Woods proposed a model that accounts for the inherent complexity faced by operators when managing abnormal and emergency situations in highly complex sociotechnical systems. The model was reviewed a decade later and only a few studies have applied it to aviation. This paper proposes adjustments to the original model, based on recent theoretical developments and empirical evidence on the anomaly management activity in aviation. The model was divided into five components; three of which-activity, types of reasoning involved, and resources-were revisited and further developed. The two other components-fault behaviour and unit of analysis-were not updated and only dicussed in the aviation context. As a result, the revisited model descriptively clarifies how the activity of anomaly management emerges from the use of a wide repertoire of strategies, involving a spectrum of types of reasoning and a set of resources for action, which are not limited to those anticipated by designers, such as checklsits and the warning system. An instantiation of the revisited model highligths the implications of false alarms, which trigger a cascade of disturbances that, in turn, requires adaptive strategies based on heuristics and analogies and supported by pilot's experience. The revisited model can support a more accurate analysis of anomalous situations and the redesign of work systems to achieve a better performance.

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Section: Inmentioning

confidence: 97%

How the cockpit manages anomalies: revisiting the dynamic fault management model for aviation

2019

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“…The creation and use of mediating instruments constitutes a distinctively human form of action. Wartofsky (1979) differentiates such mediating instruments -created and used by humans -as primary and secondary artefacts. Primary artefacts are those used directly in the activity, and secondary artefacts are those used in the preservation and transmission of the associated skills or modes of action or praxis (Engeström, 1987;Wartofsky, 1979).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…Wartofsky (1979) differentiates such mediating instruments -created and used by humans -as primary and secondary artefacts. Primary artefacts are those used directly in the activity, and secondary artefacts are those used in the preservation and transmission of the associated skills or modes of action or praxis (Engeström, 1987;Wartofsky, 1979). Among other things, activity theory can be used to analyse and represent the structure of a work activity, or a learning activity or a learning design activity.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…Also, Conole (2008) has applied activity theory to explore the role of mediating artefacts in learning design, focusing on the designed representations and their abstractions (e.g., patterns, case studies, models) as mediators of a learning situation. Conole (2008) focused on a specific kind of artefact (Wartofsky's (1979) secondary artefacts). Other artefacts used in design activities as mediating instruments in relation to the object of designing (e.g., sketches, drafts, drawings, incomplete learning artefacts) are out of the scope of Conole's (2008) approach.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…The design of learning tasks (epistemic design) may involve figuring out how to convey information, its selection, pacing and sequencing, which can result in instructions for something worthwhile doing. Set design includes considerations about the tools and artefacts (Wartofsky's (1979) primary or secondary artefacts) that are made available to learners; and the space where learning activity unfolds. Social design involves considerations about how students are socially organised during the enactment, that is, whether they will be asked to work in pairs, groups or follow scripted roles.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

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4FAD: A framework for mapping the evolution of artefacts in the learning design process

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et al. 2018

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A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.

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Moving cultures and the creation of new knowledge and dynamic capabilities in emerging markets

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Kyläheiko

2008

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Dynamic capabilities are vital as they have been considered the major source for creating new knowledge and capabilities needed in today's rapidly changing markets. The existent literature draws our attention to several more or less identifiable sources and strategy level processes for the creation of such capabilities, primarily emphasizing the role of top management. In our view, however, these often quite ad hoc explanations cry for more detailed micro foundations that really open up and reveal underlying micro structures and processes. Hence, our paper argues that moving communication across and the interaction of multi-cultures at the workplace is a major driver for the creation of new knowledge and dynamic capabilities in organizations undergoing major transformation. The paper is theoretical in nature, and practical implications for innovation and knowledge management in emerging markets like in China are suggested.

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Models

Cited by 258 publications

References 0 publications

How the cockpit manages anomalies: revisiting the dynamic fault management model for aviation

How the cockpit manages anomalies: revisiting the dynamic fault management model for aviation

4FAD: A framework for mapping the evolution of artefacts in the learning design process

Moving cultures and the creation of new knowledge and dynamic capabilities in emerging markets

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