ECEg4342 Research

Methods &
Presentation

Chapter 3: Management aspect of Research and Development (R&D) works and outputs

By
H. A. Suud
 Discussion Forums
Brief Description:
A discussion forum is a virtual place on the internet
where conversations can take place and information can
be shared more easily among a geographically dispersed
group of people.
Discussion forums are typically created around a specific
topic of common interest or for a specific user group
around a particular piece of work.
Discussion Forums have many things in common with Email
Lists.
Asynchronous conversations:
Discussion forums are typically asynchronous, meaning
the participants dont have to be online at the same time.
Sometimes people think of synchronous tools such as chat
in the same way.
With chat, you each have to be online at the same time.
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But inSpring
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Who Can Participate in a Discussion Forum?
Whoever controls the area where a discussion forum is
used determines who can read and contribute to the
forum.
You can make them open to all of an organization or to just
a small group of people.
Giving people access to a forum, however, does not ensure
they will read or participate.
Their must be a compelling reason for the forum and
most often you need to facilitate and encourage the
discussion.
History:
Online discussion forums have been around since
computers were first networked. One of the original
intentions of the Internet was to make it easy for scientists
to collaborate.
The most important early discussion forums were on
H.USENET,
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When to Use?
There are many ways to use discussion forums, from formal
structured conversations to informal cafs.
The difference between them is the focus and duration of
the conversation.
When people are in different places and time zones, making
synchronous interactions more difficult, discussion forums can
be useful.
When people are working in a second language and the slower
pace of a web based discussion allows more time to make
meaning across languages.
When it is important to know who said what and when they said
it, because the discussion forum lists who made a post and
when they posted it. This is especially useful when trying to
track project work.
When you want a space for informal conversation that doesnt
need much structure, you can create a caf or informal
thread.
What are the alternatives and when should we use
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them?
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 Wikis wikis are good when it doesnt matter who said
what and you want your conversation to evolve into a final
product, like a summary of a conversation. You could pair a
wiki and a discussion forum. Have the discussion on the
forum, and do the summary on the wiki.
Chat chat is good when the people in the conversation are
all online at the same time. It is more immediate and can
be good for things like decision making or dealing with
issues where you need a lot of back and forth in the
conversation.
How to use
Key principles for Facilitation and moderation of discussions.
Keeping a forum tidy (messages in the right place, delete
inappropriate messages, etc.)
when to open a new forum (when discussion splits or changes
topic, or gets too long/complicated to follow)
when to close a forum (when old, unused discussions appear as
a disincentive to participate, clutter, etc.)
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archiving (capturing an exact copy of the conversation)
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Examples of discussion forum practices:
Conversations supporting a global community of practice
Holding a week long asynchronous online meeting in a
web forum
Carrying out a peer assist with colleagues around the
world
Informal places to create and nurture relationships
Structured or informal training and learning groups,
especially where conversation is useful
Project coordination and teamwork
Informal information and knowledge sharing
Asynchronous meetings as an alternative to face-to-face
meetings and conference calls.

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 Seminars
A seminar is, generally, a form of academic instruction,
either at an academic institution or offered by a commercial
or professional organization.
It has the function of bringing together small groups for
recurring meetings, focusing each time on some particular
subject, in which everyone present is requested to
actively participate.
This is often accomplished through an ongoing Socratic
dialogue with a seminar leader or instructor, or through a
more formal presentation of research.
Normally, participants must not be beginners in the field
under discussion (at US and Canadian universities, seminar
classes are generally reserved for upper-class students,
although at UK and Australian universities seminars are
often used for all years).
The idea behind the seminar system is to familiarize
students more extensively with the methodology of their
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chosen subject and also to allow them to interact with7
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 It is essentially a place where assigned readings are
discussed, questions can be raised and debates can be
conducted.
It is relatively informal, at least compared to the lecture
system of academic instruction.
Who does what?
Often a seminar is led by a student who prepares and
presents the topic and kicks off the discussion.
So that the seminar is of benefit to everyone, it is the
responsibility of the other students to contribute their
ideas, opinions and questions.
For this to work well these contributions should have been
researched and prepared in advance.
The tutor's role is as a facilitator.
Their aim is not to 'give a mini lecture' but to try to
encourage contributions from all those present by asking
questions that stimulate further discussion.
H.At
the end of the seminar they may sum up and draw
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Why have seminars?
Seminars create opportunities to:
explore topics in more depth;
share ideas in a way that will advance your thinking;
learn from other people's experiences and background
knowledge;
gain perspectives and points of view that you might not have
otherwise considered;
identify and sort out any misunderstandings.

What's in it for you?

Opportunity to clarify and deepen your understanding and
increase your confidence in the topics studied.
A comfortable environment in which to practise and
develop a range of valuable study skills and transferable
skills.
Ideal chance to build a up network of peer support.

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What to do and not do in seminar
Be Prepared - Here are some tips on how to prepare:
Always complete assigned reading prior to the seminar
Take notes on the assigned reading, and bring those notes,
along with assigned texts, to each meeting of the seminar. Such
notes are of two kinds: paraphrases (glosses), and reflective
comments or questions.
Read specifically for ideas and for key concepts. Make your own
index to them in back of the book.
Get a study partner, or become part of a study group.
Exchange papers or discuss the book before seminar.
Bring questions. There are two kinds of questions you can
bring to seminar: logistical questions that have answers,
and the really important, open-ended questions that foster
intelligent discussion.
Be on time. If you must be late, do not join in the discussion
until you are certain that you know exactly what is being
discussed.
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Quote from the book and make references to specific
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 At the center is the subject matter of the text, not personal
opinion.
Listen attentively to what is said by others and take
notes on the general discussion. Taking notes in seminar is
even more important, sometimes, than taking notes in
lectures.
Speak in turn and don't interrupt another person.
Respond actively to what another has said before you
contribute your own thoughts.
Don't be afraid to try out ideas. Nobody expects you to
have fully-formed ideas when you come to seminar.
Remember to address the entire seminar, not just the
faculty member.
Avoid name calling or putting others down.
Specifics from your own experience may be relevant. But
place a DANGER sign here, because this is where too many
seminars founder. Just talking about your own experience
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has little educational value. Your personal experience is
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 Be respectful of each person's culture, race, gender and
sexual orientation. Don't expect that someone will be an
expert on a subject simply because of their race, culture,
etc.
Don't engage in extended arguments. Seminars are for
learning and listening, not for winning a debate.
If you didn't read the book, don't talk. Instead, take notes.
Don't engage in side conversations.
Have Fun!!
A good way to keep focused on the text is to
respond to the following three questions:
What does the text say? Point to the exact page and
paragraph so everyone can read.
What does the text mean? Explain or interpret the
passage in your own words.
Why is this important? Discuss the passage's
importance to the entire text or program themes.
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Tips for creating successful seminars
Seminars are collaborative adventures that require
everyone's participation and ideas.
Everyone is responsible for the creation of a good
learning environment.
Constructive roles in seminar include people who ask
questions, people who summarize, people who refer
to material, people who clarify. Try out each of these
roles.
Take advantage of pauses to ask if people who
haven't spoken have anything to add.
Attempt to give space for others to speak.
Take personal responsibility for making the seminar a
good one!
If the seminar is not going well, address the group at
the end of one of your meetings to discuss what each
person can do to improve the seminar or how your
H.seminar
A. Suud format could be changed to facilitate more
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 Workshops
What is a workshop?
Workshop is a single, short (although short may mean
anything from 45 minutes to two full days) educational
program designed to teach or introduce to participants
practical skills, techniques, or ideas which they can then use
in their work or their daily lives.
Most workshops have several features in common:
They're generally small, usually from 6 to 15 participants,
allowing everyone some personal attention and the chance to
be heard.
They're often designed for people who are working together, or
working in the same field.
They're conducted by people who have real experience in the
subject under discussion.
They're often participatory, i.e. participants are active, both in
that they influence the direction of the workshop and also in
that they have a chance to practice the techniques, skills, etc.
that are under discussion.
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 They're time limited, often to a single session, although some
may involve multiple sessions over a period of time (e.g. once a
week for four weeks, or two full-day sessions over a weekend).
They're self-contained. Although a workshop may end with
handouts and suggestions for further reading or study for those
who are interested, the presentation is generally meant to
stand on its own, unlike a course, which depends on large
amounts of reading and other projects (papers, presentations)
in addition to classroom activities.
Why would you give a workshop?
Because there are a number of different ways to teach
people things, and because people learn things in different
ways, a workshop has some advantages (and some
disadvantages, too, most notably the lack of time it
provides) over these other methods that make it a good
choice in certain circumstances.
A workshop provides a way to create an intensive educational
experience in a short amount of time, when the time for a more
comprehensive effort may not be available.
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It's a great way to teach hands-on skills because it offers
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 A workshop is a way for someone to pass on to colleagues ideas
and methods that he has developed or finds important.
Especially for people who work together, a workshop can help
to create a sense of community or common purpose among its
participants.
How do you conduct a workshop?
There are three phases to conducting a workshop:
planning, preparation, and implementation (actually
doing it).
Planning:
Consider your topic
Consider your audience
What do they already know?
Is this material out of their field?
What is their field?
Do they know one another and/or work together?
Will they come in with a particular attitude toward the workshop?
Under what circumstances are they attending this workshop?
Consider the workshop size
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Consider the time available
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 Short workshop: 45-90 minutes.
Medium-length workshop: 90 minutes to 3 hours.
Vary activities.

Vary the seriousness of the material.

Plan a break

Participants need time to talk and connect with one another.

Long workshop: over 3 hours.

You can go into more detail on specific issues.

You can allow longer blocks of time for activities and single topics.

You can allow more time to practice new skills & more time for

discussion about activities.

You can allot more time to and follow up on participants' questions.

You can present both the context and the specifics of the topic

You can provide or encourage food and drink.

You need to decide whether you want to stick to your plan and, thus,

limit activities to approximately the time you planned for them, or

to go with the flow, and let things go on longer if participants seem
to find them important. Neither of these options is the "right" or
"wrong" way: it depends on the needs of the group and the
presenter. Checking in with the group is usually a good way to
decide which way to go.
Consider the purpose of the workshop.
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Consider your presentation.
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Preparation:
Find out about the space you'll be using, if possible
Bring everything you need
Arrange well beforehand for any equipment you'll need
Make materials and hand-outs as attractive and interesting as
possible so that participants will return to them.
Be over prepared.
Make up an evaluation form
The clarity of your presentation.
The usefulness of each of the various kinds of activities you included,
especially in the context of the participants' jobs or lives.
How interesting and relevant the content was to participants.
Your command of the material (i.e. how well you knew your stuff).
How well the workshop kept people's interest.
How well you were able to set and sustain a comfortable tone.
General comments, if any.
Finally, get a good night's sleep the night before

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Implementation:
Introduction
Setting the tone.
The space.
Music
Greeting.
Personal introductions.
Agenda and plan for the session
It includes participants in the management of the session, rather than
making them passive receptors of information.
It gives participants a sense of anticipation, so they're interested in what
comes next.
It lets participants know what will happen when lunch is (at 12:30, for
example) and eliminates a certain edge of antsiness and anxiety that
they often have when they don't know the plan.
SUBSTANCE OF THE WORKSHOP
Keep track of time.
Match the presentation to the content and philosophy of the workshop
Try to present material in a number of different ways.
Try to be, and to make your activities, entertaining.
Be enthusiastic.
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 Encourage participants to relate the workshop content to their reality.
Allow ample time for reflection and discussion in all activities.
CLOSURE
Sum up and review agenda.
Revisit expectations.
Give participants a chance to sum up.
Ask for feedback on the ideas, techniques, methods, etc. that you
presented. Pay attention to participants' challenges and concerns about
the material.
Collect evaluation forms.
FOLLOW-UP
If you agreed to send anything to participants (materials, bibliographies,
etc.) you should do it as soon as possible, both so that you don't forget,
and so the material is still fresh in people's minds when they get it.
If you have notes on the summation and feedback, you might want to
type them up and send them to participants also, if they would be helpful
to their understanding of the workshop.
Go through the evaluations and your feedback notes soon after the
workshop, so that it's still fresh in your mind. What do most people think
you might have done differently? What areas seemed particularly strong
or particularly weak? This is the moment to think about what you'll
change the next time you conduct a workshop, and there should be a
next time. Start planning now!
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 A conference is generally understood as a meeting of
several people to discuss a particular topic.
It is often confused with a convention, colloquia or
symposium.
While a conference differs from the others in terms of size
and purpose, the term can be used to cover the general
concept.
A convention is larger than a conference; it is a gathering
of delegates representing several groups.
Most conferences have one or more keynote speakers
who will deliver the keynote speech. These are common at
academic and business conferences.
The speakers chosen are eminent personalities in the
related field and their presence is meant to attract more
people to attend the conference.
There are various types of conferences:
A symposium is a casual gathering and includes refreshments
and entertainment.
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A seminar is organized to discuss a particular topic. They are
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 A workshop is more of a hands-on experience for the
participants with demonstrations and activities; the amount of
time one speaker addresses the group is limited
A round-table conference is a get-together of peers to
exchange thoughts and opinions on a certain topic, usually
political or commercial. There are a limited number of
participants who sit at a round table, so that each one can face
all the others.
Purpose of conferences:
Academic conferences.
Professional association conferences.
Training conferences.
Issue- or problem-related conferences.
Why organize a conference?
Theres an issue that needs examining.
The field needs a conference.
The field may be a new one, and still lack a clear identity.
The field may not be cohesive.
People may need to be energized, and to know theyre not alone.
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 There may be new research findings, work, ideas, methods or information
(new regulations, etc.) that need to be shared.
Your organization or group wants to start an annual gathering.
Theres a crisis or opportunity that should be addressed.
You may want to establish the legitimacy of the field.
Feedback from the field or the community may demand it.
A funder may demand it.
You may want to enlist people to advance the field, either
through their work or through advocacy.
Its a matter of prestige, credibility, or credentials for you or
your organization.
Its part of your job.
Who should organize a conference?
Professional associations and organizations.
Academic disciplines (economics, education)
Licensed or certified professions (psychology, social work, nursing, law)

Special interest groups within professions (environmental law, family

therapy)
Line workers within professions (home health aides, independent living
advisors)
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 Coalitions.
Individual organizations.
Educational institutions, or departments or groups within them.
Advocacy or community activist groups.
A group with a stake or interest in the subject of the conference.
When should you organize a conference?
When you want to educate the field, a particular group, or the
public about an issue.
When you want to gather people with expertise to tackle an
issue that needs to be addressed, or to work on a problem.
When new work in the field needs to be publicized.
When you want to energize or re-energize people about their
work.
Annually, to bring the field, profession, coalition, or interest
group together to learn, network, celebrate successes, and work
through challenges.
How do you organize a conference?
Creating an organizing structure
Put together a team or committee that will be in charge.
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Appoint a coordinator.
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 Planning the conference.
Agree on the purpose of the conference.

Identify your target audience

Set a length and date for the conference

Plan the format.

Address conference logistics.

Coordination and troubleshooting

Publicizing the conference and recruiting and registering

participants.
Publicity and recruitment.
Pre-conference registration.
Recruitment of presenters.
Running the conference.
Logistics just before and during the conference.

Conference registration/check-in.
Care and feeding of speakers and presenters.

Crisis management.

Evaluation forms.

Clean-up and packing of materials and equipment supplied by the

organizers.
Follow-up.
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 Evaluating the conference and the conference-organizing
process.
Individual presentations.
The overall experience.
The site and its services (if you held the conference at a hotel, conference
center, retreat center, or similar site).
Performance of the coordinator, team, conference staff, and volunteers.
The organizing process.

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 Panel Discussion
A panel discussion is a public exchange of ideas, giving
experts and audience members the chance to discuss a
particular topic.
A discussion of a subject of public interest by a group of
persons forming a panel, often before an audience or in a
broadcast (both).
Panel discussions are often used to delve into politics,
issues affecting communities, and academic topics.
Start organizing several weeks in advance if possible, so
you can recruit participants and organize the event.
Part 1 of 3: Putting a Panel Together
Select a topic.
Recruit varied participants.

Invite a moderator.

Plan the physical setup.

Part 2 of 3: Planning the PanelECEg4342

H. A. Suud Discussion
Spring 2017 Figure out the goals of the panel. 27
 Decide how long the panel should last.
Consider starting with individual lectures
(optional).
Try to avoid visual presentations.

Write questions for the panelists.

Plan out the rest of the panel.

Introduce the panelists to each other in advance.

Part 3 of 3: Moderating a Panel Discussion

Convince people to sit in the front row.
Briefly introduce the panel and each participant.

Involve the audience early.

Ask the panelists the prepared questions.

Follow through with your own questions as

necessary.
Get a timekeeper.

Keep the panelists on task.

Collect questions from the audience.

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 Intellectual Property Rights (ownership) and
means of Protection
Intellectual property rights are the rights given to persons
over the creations of their minds.
They usually give the creator an exclusive right over the
use of his/her creation for a certain period of time.
Types of intellectual property
Copyright
Patents
Trademarks
Industrial design rights
Geographical indications
Trade dress
Trade secrets
Objectives of intellectual property law
Financial incentive
Economic growth
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 Morality
Natural Rights/Justice Argument
Utilitarian-Pragmatic Argument
"Personality" Argument
Infringement, misappropriation, and enforcement
Violation of intellectual property rights, called
"infringement" with respect to patents, copyright, and
trademarks, and "misappropriation" with respect to trade
secrets, may be a breach of civil law or criminal law,
depending on the type of intellectual property involved,
jurisdiction, and the nature of the action.
Patent infringement
Copyright infringement
Trademark infringement
Trade secret misappropriation

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 Research and development
Research and development (R&D), also known in Europe as
research and technical (or technological) development
(RTD), is a general term for activities related to the
enterprise of corporate or governmental innovation.
The activities that are classified as R&D differ from
company to company. but there are two primary models,
with an R&D department being either staffed by engineers
and tasked with directly developing new products, or
staffed with industrial scientists and tasked with applied
research in scientific or technological fields which may
facilitate future product development.
In either case, R&D differs from the vast majority of
corporate activities in that it is not often intended to
yield immediate profit, and generally carries greater
risk and an uncertain return on investment.
R&D management
R&D management can be defined as where the tasks of
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innovation management meet the tasks of technology
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 R&D management is the discipline of designing and
leading R&D processes, managing R&D organizations, and
ensuring smooth transfer of new know-how and technology
to other groups or departments involved in innovation.
It covers activities such as basic research, fundamental
research, technology development, advanced development,
concept development, new product development, process
development, prototyping, R&D portfolio management,
technology transfer, etc.
But generally is not considered to include technology
licensing, innovation management, IP management,
corporate venturing, incubation, etc. as those are
sufficiently independent activities that can be carried out
without the presence of a R&D function in a firm.
R&D management tools
Simultaneous Engineering
TRIZ

Voice of the customer

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PACE, Stagegate model
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Process up to the
setting of R&D themes:
1. Review of R&D themes
2. Holding of workshops
3. Setting of R&D themes
Process from call for
proposals through
approval:
4. Call for project
proposals
5. Project selection and
approval
Execution of research:
6. A platform (consortium)
comprising R&D theme
Cycle of R
POs works to ensure
information is shared
&D
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