Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Personalised privacy in pervasive and ubiquitous systems

Our world is edging closer to the realisation of pervasive systems and their integration in our everyday life. While pervasive systems are capable of offering many benefits for everyone, the amount and quality of personal information that becomes available raise concerns about maintaining user privacy and create a real need to reform existing privacy practices and provide appropriate safeguards for the user of pervasive environments. This thesis presents the PERSOnalised Negotiation, Identity Selection and Management (PersoNISM) system; a comprehensive approach to privacy protection in pervasive environments using context aware dynamic personalisation and behaviour learning. The aim of the PersoNISM system is twofold: to provide the user with a comprehensive set of privacy protecting tools and to help them make the best use of these tools according to their privacy needs. The PersoNISM system allows users to: a) configure the terms and conditions of data disclosure through the process of privacy policy negotiation, which addresses the current “take it or leave it” approach; b) use multiple identities to interact with pervasive services to avoid the accumulation of vast amounts of personal information in a single user profile; and c) selectively disclose information based on the type of information, who requests it, under what context, for what purpose and how the information will be treated. The PersoNISM system learns user privacy preferences by monitoring the behaviour of the user and uses them to personalise and/or automate the decision making processes in order to unburden the user from manually controlling these complex mechanisms. The PersoNISM system has been designed, implemented, demonstrated and evaluated during three EU funded projects

'Pro' social media : using key social psychological theories to increase prosocial engagement on social media sites

Prosocial Behaviour has a strong history rooted in Social Psychology. However, it has yet to be researched in the realm of social media. This line of research aims to better understand Prosocial Behaviour in social media environments and learn how to increase positive engagement online through the theoretical framework of Walther’s (1996) hyperpersonal model of computer-mediated communication. Four studies were conducted to obtain this goal. The first two studies explore what factors affect prosocial behaviour on social media sites. In particular, study one examines how gender, appearance, and number of social media friends affect whether or not individuals will give aid to their friends. The outcome suggested that the less social media friends a person had, the less likely the individual would help. Study two delves into whether the bystander effect and personalisation affect Prosocial Behaviour on social media sites. The bystander effect did not affect helping but personalising a message made it more than two times more likely that an individual would receive help. The third study looks at some barriers that prevent prosocial behaviour on social media sites. Three main barriers resulted including ‘Information Overload,’ ‘Can’t Live with It, Can’t Live without It,’ and ‘Privacy and Permanence of Information.’ The final study examines Prosocial Behaviour in a social media context through the means of two events where social media played an important role in helping behaviour. These events exemplified that social media is a powerful tool and can be used to effectively promote Prosocial Behaviour and also provided support for Walther’s hyperpersonal model. As the first to delve into helping behaviour on social media sites, this thesis advances the current body of knowledge on Prosocial Behaviour. In addition, the four studies provide vital knowledge on how to increase prosocial behaviour online using Walther’s (1996) hyperpersonal model on CMC. With the current Social Media Revolution and time spent online, it is vital to make social media engagement more positive and user friendly. The three main ways to increase positive online engagement gleaned from this thesis are 1) Make things personal, 2) Create a social media group with a hierarchical structure, and 3) Edit privacy settings and friend/follower settings on personal social media pages to fit one’s individual need

From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model

There is increasing pressure on principals in Australia in general, and in New South Wales (NSW) in particular, to report and justify the results of their students on externally mandated assessment programs such as the Higher School Certificate (HSC) examinations and the National Numeracy and Literacy Assessment Program (NAPLAN). However, our understanding of the way these principals interpret and respond to accountability demands is limited. Research on the way principals understand, prioritise and comply with system accountability requirements regarding student learning is scarce. This study addresses this gap in the literature. It adopts a case study approach to investigate this phenomenon. Two cohorts, comprising 13 secondary school principals from two Catholic School systems in NSW, consented to participate in the study. The researcher interviewed each principal individually during the first phase of data collection. The interviews were semi-structured and were held in agreed sites. They lasted between 60 and 80 minutes. Interview transcripts were sent to the interviewees for member-checks. Upon completing the first phase of the study, the researcher met with four principals from the first group and five principals from the second group, in two separate focus groups. The focus group interviews were designed to represent the principals’ collective consensus with the derived themes from the first phase. Collected data were analysed using the Grounded Theory analytical framework, favouring the Straussian techniques. The study found that the principals did not simply implement policy expectations as policy makers intended. These principals rejected the idea of reducing their accountability reports on student achievement to a single grade or band. They were adamant that learning is broader and more complex than the limited aspects of achievement measured through external assessment programs, though they are governed by sophisticated technologies. These principals’ conceptualisations of learning were more comprehensive than the domain of any external assessment program. They reported that they tended to realign their actions as leaders xxii of learning to be consistent with the priorities of their schools. Their actions indicated strong confidence in the teaching and learning that took place in their schools in response to the identified needs. The principals managed to absorb the tensions associated with the accountability demands through a process of sensemaking that was consistent with Weick’s (1995) Sensemaking Framework and Ajzen’s (1991, 2012) Theory of Planned Behaviour (TPB). This study has generated a theoretical model that is based on the collected evidence and explains the effective sensemaking processes that principals may use to accommodate misaligned priorities. It proposes that principals’ sensemaking processes are indicative of their ways of leading learning. This model may be a useful self-reflection tool for educational leaders in their continuing endeavours to make sense of and integrate policy expectations

National research on the postgraduate student experience:Case presentation on postgraduate student diversity (Volume 2 of 3)

This is volume two of a set of three case studies that explore the postgraduate student experience. The theme of this case study is postgraduate student diversity and is based on experiences derived from student engagement breakfasts, interviews, and focus groups with 366 people across the stakeholder groups of postgraduate students, educators, and university executives from 26 institutions. The case studies constitute part of the output from the project, Engaging postgraduate students and supporting higher education to enhance the 21st century student experience

On Specifying for Trustworthiness

As autonomous systems (AS) increasingly become part of our daily lives, ensuring their trustworthiness is crucial. In order to demonstrate the trustworthiness of an AS, we first need to specify what is required for an AS to be considered trustworthy. This roadmap paper identifies key challenges for specifying for trustworthiness in AS, as identified during the "Specifying for Trustworthiness" workshop held as part of the UK Research and Innovation (UKRI) Trustworthy Autonomous Systems (TAS) programme. We look across a range of AS domains with consideration of the resilience, trust, functionality, verifiability, security, and governance and regulation of AS and identify some of the key specification challenges in these domains. We then highlight the intellectual challenges that are involved with specifying for trustworthiness in AS that cut across domains and are exacerbated by the inherent uncertainty involved with the environments in which AS need to operate.Comment: Accepted version of paper. 13 pages, 1 table, 1 figur

IOT Service Utilisation in Healthcare

Utilising the new trend technologies in healthcare sector could offer alternative ways in managing the patients’ health records and also improve the healthcare quality. As such, this chapter provides an overview of utilising the Internet of Things (IoT) technology in healthcare sector as an emerging research and practical trend nowadays. The main benefits and advantages have been discussed in this chapter. On the other hand, it has been found that most of the hospitals in different countries are still facing many issues regarding their health information exchange. Recently, various studies in the area of healthcare information system mentioned that the fragmentations of the health information are one of the most important challenges with the distribution of patient information records. Therefore, in this chapter, we gave an in detail overview regarding the current issues facing the health sector in line with the IoT technologies. Additionally, a full description of advantages and disadvantages has been highlighted for using IoT in healthcare that can be considered as solutions for the mentioned issues