The purpose of this work is to establish a concrete foundation for experimentation of design techniques for concepts and to motivate and evaluate language design.
Based on a case study from the BRIDGE project, which has provided the opportunity for deep engagement with these issues through the concrete exploration and experimentation with technologically augmented practices of emergency response, we present insights from our interdisciplinary work aiming to make design and innovation projects ELSI-aware.
There is general experimentation, using concrete and metals, in Finnish industrial buildings and flats and in environmental design, as at the garden town of Tapiola outside Helsinki.
Our manuscript introduces, for the first time, a concrete rationale for further experimentation with the rice OsGELP family members, and presents unique opportunities, and articulates coherent basis for functional studies.
These four processes combine into four learning styles: Converging (abstract conceptualization mode and active experimentation mode), Accommodating (concrete experience mode and active experimentation mode), Diverging (concrete experience mode and reflective observation mode) and Assimilating (abstract conceptualization mode and reflective observation mode).
Those activities are classified under the domain of CE (concrete experience) and AE (active experimentation) factors.
Individuals learn through concrete experience, reflection, conceptualisation, and experimentation.
This learning cycle describes experiential learning in four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation, which flows back to concrete experience.
The Kolb learning styles are based on two dimensions: Concrete Experience-Abstract Conceptualization and Reflective Observation-Active Experimentation.
