E-reading in organizations: Users' satisfaction and preference

This paper defines electronic reading (e-reading) and then continues to discuss the diverse definitions of the main resource of e-reading, which are, electronic books (e-books). It then proceeds to describe the formats and standards of existing e-book initiatives, which are gaining wider interest since the introduction of portable electronic reading devices and software-based readers that provide users with a more realistic book reading experience. Advantages, disadvantages, and problems with paper-based reading are also explained. In addition, a study concerning an evaluation of e-reading satisfaction is described. Three different e-book formats (LIT, PDF, and HTML) were utilised to accomplish the primary aims of the study, which were to identify the most preferred format, associated software-based reader (Microsoft Reader, Adobe Acrobat Reader, Internet Explorer), and the potential of e-reading in the workplace. Based on a proposed preferred index, the results seem to suggest that Microsoft Reader is more preferable when compared to the other two. However, most participants preferred reading on paper rather than on screen. Although this was the case, some participants would e-read depending on resources and situations

CommuniSense: Crowdsourcing Road Hazards in Nairobi

Nairobi is one of the fastest growing metropolitan cities and a major business and technology powerhouse in Africa. However, Nairobi currently lacks monitoring technologies to obtain reliable data on traffic and road infrastructure conditions. In this paper, we investigate the use of mobile crowdsourcing as means to gather and document Nairobi's road quality information. We first present the key findings of a city-wide road quality survey about the perception of existing road quality conditions in Nairobi. Based on the survey's findings, we then developed a mobile crowdsourcing application, called CommuniSense, to collect road quality data. The application serves as a tool for users to locate, describe, and photograph road hazards. We tested our application through a two-week field study amongst 30 participants to document various forms of road hazards from different areas in Nairobi. To verify the authenticity of user-contributed reports from our field study, we proposed to use online crowdsourcing using Amazon's Mechanical Turk (MTurk) to verify whether submitted reports indeed depict road hazards. We found 92% of user-submitted reports to match the MTurkers judgements. While our prototype was designed and tested on a specific city, our methodology is applicable to other developing cities.Comment: In Proceedings of 17th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI 2015

Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning

Awareness and reflection are viewed differently across the disciplines informing Technology Enhanced Learning (CSCW, psychology, educational sciences, computer science and others). The ARTEL workshop series brings together researchers and professionals from different backgrounds to provide a forum for discussing the multi-faceted area of awareness and reflection. Through the last ARTEL workshops at EC-TEL the addressed topics are converging towards the usage of awareness and reflection in practice, its implementation in modern organisations, its impact on learners and questions of feasibility and sustainability for awareness and reflection in education and work. To reflect the growing maturity of research in ARTEL over the years the workshop particularly invited contributions that dealt with the application of awareness and reflection in practice. This is encapsulated in the workshop motto: 'Awareness and Reflection in Practice: How can awareness and reflection technology become common in work practice and how does it change work practices?

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Emergent Leadership Detection Across Datasets

Automatic detection of emergent leaders in small groups from nonverbal behaviour is a growing research topic in social signal processing but existing methods were evaluated on single datasets -- an unrealistic assumption for real-world applications in which systems are required to also work in settings unseen at training time. It therefore remains unclear whether current methods for emergent leadership detection generalise to similar but new settings and to which extent. To overcome this limitation, we are the first to study a cross-dataset evaluation setting for the emergent leadership detection task. We provide evaluations for within- and cross-dataset prediction using two current datasets (PAVIS and MPIIGroupInteraction), as well as an investigation on the robustness of commonly used feature channels (visual focus of attention, body pose, facial action units, speaking activity) and online prediction in the cross-dataset setting. Our evaluations show that using pose and eye contact based features, cross-dataset prediction is possible with an accuracy of 0.68, as such providing another important piece of the puzzle towards emergent leadership detection in the real world.Comment: 5 pages, 3 figure

The Tumblarians

This paper examines the tumblarians as an information community and discusses community membership, information behaviours, and complementary models for a situated understanding of this unique personal-professional community. A review of the literature concerning LIS bloggers is presented as a complement to the tumblarians, who have no in depth treatment in the research as yet. Characteristics particular to the tumblarians are explored through informal conversation with a community member, and Fisher, Unruh, and Durrance\u27s (2003) information communities model is employed to provide a deeper understanding of the information behaviour of the tumblarians. This paper offers suggestions for future research based on the preliminary findings of the tumblarians as LIS bloggers and a virtual community

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning