Public Sector Collaboration: Are We Doing It Well and Could We Do It Better?

Improving collaboration by public sector agencies is an important element of many public sector reforms. Common approaches include introducing responsibilities under legislation and policy decisions, the provision of information and guidance, and strengthening third-party oversight. To identify how collaboration is being practised, this paper reviews evidence from over one hundred reports by Auditors-General and Ombudsmen in Australia and New Zealand to identify key attributes of collaboration, and assesses these further by examining three reports in detail. It concludes that problems that have been known for many years continue to constrain public sector effectiveness. Although continuing existing approaches may assist in improving collaboration, the paper argues that there is a need to adopt more systematic approaches to organisational capacity for collaboration. It further identifies that changes in the external environment such as technology-based innovation may demand rapid progress and change in relation to collaboration

Re-using Digital Narrative Content in Interactive Games

This paper presents a model, called Scene-Driver, for the reuse of film and television material. We begin by exploring general issues surrounding the ways in which content can be sub-divided into meaningful units for re-use and how criteria might then be applied to the selection and ordering of these units. We also identify and discuss the different means by which a user might interact with the content to create novel and engaging experiences. The Scene-Driver model has been instantiated using content from an animated children’s television series called Tiny Planets, which is aimed at children of 5-7 years old. This type of material, being story-based itself, lends itself particularly well to the application of narrative constraints to scene reordering, to provide coherence to the experience of interacting with the content. We propose an interactive narrative-driven game architecture, in which a user generates novel narratives from existing content by placing “domino” like tiles. These tiles act as “glue” between scenes and each tile-choice dictates certain properties of the next scene to be shown within a game. There are three different game-types, based on three different ways in which tiles can be matched to scenes. We introduce algorithms for generating legal tile-sets for each of these three game-types, which can be extended to include narrative constraints. This ensures that all novel orderings adhere to a minimum narrative plan, which has been identified based on analysis of the Tiny Planets series and on narrative theories. We also suggest ways in which basic narratives can be enhanced by the inclusion of directorial techniques and by the use of more complex plot structures. In our evaluation studies with children in the target age-range, our game compared favourably with other games that the children enjoyed playing

Proceedings of the First International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.The work on this publication has been sponsored by the TENCompetence Integrated Project (funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]) and partly sponsored by the LTfLL project (funded by the European Commission's 7th Framework Programme, priority ISCT. Contract 212578 [http://www.ltfll-project.org

Exploring Digital and Print Text Experiences of Adolescent Readers

Digital and print texts, as well as the efficiency of reader engagement with them, have long been of interest in scholarly literature. Most of the studies undertaken in this connection seek to compare reader comprehension of these two text media. But what are the lived experiences of reading digital versus print? And how do those who are still expected to be growing in their reading skills experience immersion and distraction in either medium? This study utilizes a hermeneutic phenomenological approach to investigate high school students’ experiences of digital texts in order to examine how their experiences with digital texts differ from experiences with traditional print media. The students in this study all had experiences with reading both printed and digital texts in the classroom environment and had been exposed to purposeful instruction in digital literacy. Two rounds of data collection took place; a total of 22 adolescents were interviewed virtually and asked about their reading experiences involving both print and digital texts. Experiences with printed texts were often more emotional and more connected with the sense of smell. Digital texts were associated with a more deliberate focus, as well as a greater variety of distractions, many of which are connected with the device itself, such as notifications. While experiences with printed reading materials were more likely to be described as immersive, students also described experiences with digital texts, often shorter ones, having immersive characteristics. Recommendations include providing materials for adolescent students in a variety of formats and genres, as well as comfortable and private reading locations and time for adolescents to enjoy reading. By connecting with and living out positive reading experiences, adolescents can improve their reading skills and become lifelong learners because they are lifelong readers

Control-Alt-Incomplete? Using Technology to Assess Digital Natives

Law students matriculating today were “born digital.” As digital natives, they have never known a world without digital technology, and therefore, they think and process information differently than previous generations. Although law school student bodies have changed, law school assessment methods have remained static, with students nearly universally being evaluated entirely by one exam at the end of the course. Best Practices, the Carnegie Report, and more recently the ABA, have acknowledged that this system of evaluation is contrary to learning theory and that periodic assessment of student learning is crucial to improving the performance of both students and teachers. Nevertheless, change has yet to occur. It is time to change. Using technology to assess student learning is one way to begin effectuating this change. Digital Natives are comfortable with technology and expect to have it integrated into the curriculum. Moreover, incorporating technology as a means to assess student learning will help prepare future lawyers for the realities of law practice today. Technology also allows law professors to conduct meaningful assessments of large numbers of students more efficiently. This article therefore introduces several examples of how to use a number of today’s technologies - both inside the classroom and outside the classroom - in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level

Digital tabletops and collaborative learning

People collaborate around tables at home, school and work. Digital tabletop technology presents an opportunity to bring computer support to these traditional face-to-face collaborative settings. This thesis principally addresses the challenge of designing digital tabletop applications for small group learning in the classroom and makes contributions in two distinct, but closely related areas: (i) interaction techniques for digital tabletops; and (ii) the design and evaluation of a digital tabletop-based system for supporting collaborative learning. A review of previous literature combined with a preliminary observational study on collaboration around traditional tables indentifies a number of requirements for tabletop interaction. These include the need for fluid interaction techniques that allow control of interface object attributes when these objects are moved between tabletop territories. Attribute gates are proposed as a solution to this problem through utilizing a novel, crossing-based, interaction technique. A recognition of the territorial focus in existing interaction techniques, and their limiting assumption that users work at relatively fixed locations around the table, led to the identification of another challenge, supporting the mobility of users around the shared workspace of the table. TANGISOFT is presented as a hybrid tangible-soft keyboard designed specifically for applications that require mobile users with moderate text entry requirements. The investigation of the potential of tabletop technology to support collaborative learning was carried out through the design, development, and evaluation of Digital Mysteries. From an interaction design perspective, the design aimed to utilize the unique affordances of tabletops in terms of combining the benefits of traditional tables and digital technology. From a learning perspective, the design aimed to support higher-level thinking skills, feedback, reflection, and metacognition by focusing on activities that promote these skills and supporting effective collaboration. The evaluation of Digital Mysteries demonstrated that the design was successful in encouraging the targeted learning activities. The design process and validation of Digital Mysteries embody a significant contribution to the development of our understanding of digital tabletop technology at the application level, and collaborative learning applications in particular. This understanding is summarized in the form of general guidelines for designing collaborative learning applications for digital tabletop technology.EThOS - Electronic Theses Online ServiceDiwan Software LtdGBUnited Kingdo

Control-Alt-Incomplete? Using Technology to Assess Digital Natives

Law students matriculating today were “born digital.” As digital natives, they have never known a world without digital technology, and therefore, they think and process information differently than previous generations. Although law school student bodies have changed, law school assessment methods have remained static, with students nearly universally being evaluated entirely by one exam at the end of the course. Best Practices, the Carnegie Report, and more recently the ABA, have acknowledged that this system of evaluation is contrary to learning theory and that periodic assessment of student learning is crucial to improving the performance of both students and teachers. Nevertheless, change has yet to occur. It is time to change. Using technology to assess student learning is one way to begin effectuating this change. Digital Natives are comfortable with technology and expect to have it integrated into the curriculum. Moreover, incorporating technology as a means to assess student learning will help prepare future lawyers for the realities of law practice today. Technology also allows law professors to conduct meaningful assessments of large numbers of students more efficiently. This article therefore introduces several examples of how to use a number of today’s technologies - both inside the classroom and outside the classroom - in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level

Assessment of Human Performance in Industry 5.0 Research Via Eye-Tracking and Cognitive Biases

Manufacturing assembly is combining previously made components or subassemblies into a final finished product. The assembly process can be manual, hybrid, or fully automated. Human operators who are involved in assembly use their judgment to perform the process. They collaborate with the other work agents such as assembly machines, robots, smart technologies, and computer interfaces. The recent Industrial revolution, Industry 5.0, exploits human expertise in collaboration with efficient and accurate machines. Manufacturing facilities that feature Industry 5.0 work settings require higher expectations, higher accuracy, sustainability solutions, mass customization of products, more human involvement, and digital technologies in smart workstations. Given these features, the cognitive load exerted on human workers in this environment is continuously increasing, leading to the use of cognitive heuristics. Cognitive biases are getting more attention in the cognitive ergonomics field, to help understand the operational behavior of workers. Manufacturing facilities can integrate cognitive assistance systems to work in parallel with physical and sensorial assistance systems. Cognitive assistance systems help toward better work conditions for workers and better overall system performance. This research explores the impact of human thinking style and using a cognitive assistance system on workers\u27 cognitive load, bias-related human performance, and user satisfaction. This research presents the design and experimental implementation of a research framework based on a well-established three-layer model for implementing Industry 5.0 in manufacturing. The research framework was designed to apply the dual-system theory and cognitive assistance in Assembly 5.0. Two experiments are presented to show the effectiveness of the proposed research framework. A cognitive assistance system was designed and compared to a benchmark system from LEGO ® Company. Subjective and objective measures were used to assess the thinking style, cognitive load, bias-related human performance, and user satisfaction in Assembly 5.0. As Industry 5.0 requires higher expectations, higher accuracy, smart workstations, and higher complexity, cognitive assistance systems can reduce the cognitive load and maintain the work efficiency and user satisfaction. Therefore, this work is important to industry to expand the use of cognitive ergonomic tools and employ them for A5.0 workers\u27 benefits

Assessment of Human Performance in Industry 5.0 Research Via Eye-Tracking and Cognitive Biases

Manufacturing assembly is combining previously made components or subassemblies into a final finished product. The assembly process can be manual, hybrid, or fully automated. Human operators who are involved in assembly use their judgment to perform the process. They collaborate with the other work agents such as assembly machines, robots, smart technologies, and computer interfaces. The recent Industrial revolution, Industry 5.0, exploits human expertise in collaboration with efficient and accurate machines. Manufacturing facilities that feature Industry 5.0 work settings require higher expectations, higher accuracy, sustainability solutions, mass customization of products, more human involvement, and digital technologies in smart workstations. Given these features, the cognitive load exerted on human workers in this environment is continuously increasing, leading to the use of cognitive heuristics. Cognitive biases are getting more attention in the cognitive ergonomics field, to help understand the operational behavior of workers. Manufacturing facilities can integrate cognitive assistance systems to work in parallel with physical and sensorial assistance systems. Cognitive assistance systems help toward better work conditions for workers and better overall system performance. This research explores the impact of human thinking style and using a cognitive assistance system on workers\u27 cognitive load, bias-related human performance, and user satisfaction. This research presents the design and experimental implementation of a research framework based on a well-established three-layer model for implementing Industry 5.0 in manufacturing. The research framework was designed to apply the dual-system theory and cognitive assistance in Assembly 5.0. Two experiments are presented to show the effectiveness of the proposed research framework. A cognitive assistance system was designed and compared to a benchmark system from LEGO ® Company. Subjective and objective measures were used to assess the thinking style, cognitive load, bias-related human performance, and user satisfaction in Assembly 5.0. As Industry 5.0 requires higher expectations, higher accuracy, smart workstations, and higher complexity, cognitive assistance systems can reduce the cognitive load and maintain the work efficiency and user satisfaction. Therefore, this work is important to industry to expand the use of cognitive ergonomic tools and employ them for A5.0 workers\u27 benefits