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The purpose of this paper is to demonstrate how a strategy implementation workshop design can be developed and tested while minimizing the time spent on developing the design.

This multiple case study at a diesel engine company shows how iterative prototyping can be used to structure the design process of a strategy implementation workshop.

Strategy implementation workshop design can be developed in resource-constrained environments through iterative prototyping of the workshop design. Each workshop iteration can generate value in its own right and at the same time the workshop design can be optimized until the final, most effective, design is found which can then be rolled out.

In a strategy-as-practice perspective, this study shows how scholarly attention to micro-level strategy praxis at a company can be enlightening to strategy consultants who need to conduct strategy implementation workshops.

By selecting an iterative modular workshop design, the strategy consultant has at his/her disposal a strategy tool that is easily adaptable to organizational practice and one for which s/he can draw on his/her experience as well as add to his/her knowledge base.

Introducing iterative prototyping in an organizational context can facilitate fast yet structured development of a rigorous workshop design. Strategy consultants are provided with empirical examples of how an iterative prototyping process can be structured across multiple workshops.

Purpose – The study sets out to explore the use of an iterative approach for designing distribution chain in an agile virtual environment; in an agile virtual environment, quick adaptation to changing market situation and automation of supply chain management processes are essential. Design/methodology/approach – The iterative approach consists of two parts: the strategic model and the tactical model. First, the strategic model (including number of distributors, location of distributors) is determined. Then, based on the output of the strategic model, the tactical model (i.e. the inventory planning at each node, and vehicle routeing between different nodes of the chain) is determined. After determining the tactical model, the operation‐related parameters from the tactical model are input into the strategic model again, and the configuration of distribution chain is re‐optimized. Such iterations proceed until the design result converges. Findings – The proposed iterative design process provides many advantages such as reuse of knowledge, adaptive to changing market conditions, modular design, and optimal results guaranteed by mixed mathematical usage. The proposed approach is also realizable as a supply chain management software tool. Originality/value – An important contribution of this study is the iterative process that uses three different types of mathematics. For determination of the strategic model mixed integer programming is used. Determination of the tactical model is effected using genetic algorithm and probability theory.

This study aims to emphasize the integration of lean start-up and design thinking approaches and investigate how they may be used together.

The report uses a systematic literature review methodology to analyze and summarize previous research on combining lean start-up and design thinking. Inferences were discovered and analyzed after relevant publications were chosen based on predetermined inclusion criteria.

The research shows that combining lean start-up and design thinking significantly impacts entrepreneurship. Start-ups can efficiently uncover consumer needs, reduce risks and improve their product or service offerings by combining the client-centricity of design thinking with the iterative and data-driven concepts of lean start-up. This integration promotes an innovative culture, gives teams the freedom to try new things and learn from mistakes and raises the possibility of start-up success.

The dependence on pre-existing literature, which might cover only some potential uses and circumstances, is a weakness of this research. It is advised that more empirical research be conducted to determine the precise circumstances in which the integrated strategy performs best. Future studies should also explore the difficulties and drawbacks of using these approaches to offer suggestions for overcoming them and maximizing their advantages.

The findings have significant ramifications for business owners and other professionals working in the start-up environment. The combination of lean start-up and design thinking emphasizes the relevance of early customer interaction and empathy-driven design. To foster creativity and hasten the expansion of start-ups, practitioners are urged to create a comprehensive strategy that integrates the advantages of both techniques. Through this integration, business owners may develop solutions that appeal to their target market, increasing adoption rates and market competitiveness.

This study is interesting in comparing lean start-up and design thinking, emphasizing the overlaps and benefits of their application to entrepreneurship. This study discusses successful start-up methods by offering suggestions for future research and practice. It also provides a basis for further developing and adopting the integrated approach.

K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them.

DESIGN-ED is the output of a design-based research study.

However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking.

The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement.

Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice.

The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means.

By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight).

The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this.

Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

The purpose of this paper is to address the problem of polar quantization optimization. Particularly, the aim is to find the method for the optimal resolution‐constrained polar quantizer design.

The new iterative algorithm for determination of the optimal decision and representation magnitude levels and algorithm for optimization of number of phase cells within each magnitude level, is proposed.

At high rates, the new optimal polar quantizer outperforms the optimal polar compander for 0.2 dB, while the more significant gain should be expected at lower rates. In this paper, in order to enable practical implementation of quantizer model, algorithm which transforms real values for the optimal numbers of phase cells within magnitude levels into integer ones is also proposed. Moreover, the approximate closed form of signal‐to‐quantization ratio is derived.

Since circularly symmetric sources and complex presentation of signals arise in numerous applications, it can be concluded that the usage area of the suggested proposal is very wide (audio coding, image coding, spectral phase coding, synthetic aperture radars systems, coding of the discrete Fourier transform).

It should be emphasized that in contrast to earlier work, where models have been designed under high‐rate assumption, the obtained nonuniform unrestricted polar quantizer is optimal for all rates.

This paper aims to propose a learning exponential jerk trajectory planning to suppress the residual vibrations of industrial robots.

Based on finite impulse response filter technology, a step signal with a proper amplitude first passes through two linear filters and then performs exponential filter shaping to obtain an exponential jerk trajectory and cancel oscillation modal. An iterative learning strategy designed by gradient descent principle is used to adjust the parameters of exponential filter online and achieve the maximum vibration suppression effect.

By building a SCARA robot experiment platform, a series of contrast experiments are conducted. The results show that the proposed method can effectively suppress residual vibration compared to zero vibration shaper and zero vibration and derivative shaper.

The idea of the adopted iterative leaning strategy is simple and reduces the computing power of the controller. A cheap acceleration sensor is available because it just needs to measure vibration energy to feedback. Therefore, the proposed method can be applied to production practice.

Fischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.

This case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.

The design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.

This study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).

Decades of innovation in designing usable (and unusable) interfaces have resulted in a plethora of guidelines, usability methods, and other design tools. The purpose of this research is to develop ways for novice developers to effectively leverage and contribute to the large and growing body of usability knowledge and methods.

This work presents the first extensive usage evaluation of an integrated design environment and knowledge management system, LINK‐UP. Key to this effort is the central design record (CDR), a design representation meant to prevent breakdowns occurring between design and evaluation phases.

The case study results show that a design knowledge IDE centered on the CDR can help novices make connections between requirements data, design representations and evaluation data and better understand how to leverage that information to improve designs.

Future efforts are focusing on exploring the utility of this approach for practitioners—especially agile developers.

A useful process and toolset for teaching usability design to novice developers and students.

The CDR makes designs coherent and understandable, thus supporting a principled, guided development process critical for student developers.