Next generation software environments : principles, problems, and research directions

The past decade has seen a burgeoning of research and development in software environments. Conferences have been devoted to the topic of practical environments, journal papers produced, and commercial systems sold. Given all the activity, one might expect a great deal of consensus on issues, approaches, and techniques. This is not the case, however. Indeed, the term "environment" is still used in a variety of conflicting ways. Nevertheless substantial progress has been made and we are at least nearing consensus on many critical issues.The purpose of this paper is to characterize environments, describe several important principles that have emerged in the last decade or so, note current open problems, and describe some approaches to these problems, with particular emphasis on the activities of one large-scale research program, the Arcadia project. Consideration is also given to two related topics: empirical evaluation and technology transition. That is, how can environments and their constituents be evaluated, and how can new developments be moved effectively into the production sector

Pathways: Augmenting interoperability across scholarly repositories

In the emerging eScience environment, repositories of papers, datasets, software, etc., should be the foundation of a global and natively-digital scholarly communications system. The current infrastructure falls far short of this goal. Cross-repository interoperability must be augmented to support the many workflows and value-chains involved in scholarly communication. This will not be achieved through the promotion of single repository architecture or content representation, but instead requires an interoperability framework to connect the many heterogeneous systems that will exist. We present a simple data model and service architecture that augments repository interoperability to enable scholarly value-chains to be implemented. We describe an experiment that demonstrates how the proposed infrastructure can be deployed to implement the workflow involved in the creation of an overlay journal over several different repository systems (Fedora, aDORe, DSpace and arXiv).Comment: 18 pages. Accepted for International Journal on Digital Libraries special issue on Digital Libraries and eScienc

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Pair programming and the re-appropriation of individual tools for collaborative software development

Although pair programming is becoming more prevalent in software development, and a number of reports have been written about it [10] [13], few have addressed the manner in which pairing actually takes place [12]. Even fewer consider the methods used to manage issues such as role change or the communication of complex issues. This paper highlights the way resources designed for individuals are re-appropriated and augmented by pair programmers to facilitate collaboration. It also illustrates that pair verbalisations can augment the benefits of the collocated team, providing examples from ethnographic studies of pair programmers 'in the wild'

How Push-To-Talk Makes Talk Less Pushy

This paper presents an exploratory study of college-age students using two-way, push-to-talk cellular radios. We describe the observed and reported use of cellular radio by the participants. We discuss how the half-duplex, lightweight cellular radio communication was associated with reduced interactional commitment, which meant the cellular radios could be used for a wide range of conversation styles. One such style, intermittent conversation, is characterized by response delays. Intermittent conversation is surprising in an audio medium, since it is typically associated with textual media such as instant messaging. We present design implications of our findings.Comment: 10 page

Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting

In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training