Engaged Brains: A Course on Neuro-Information Systems

Neuro-marketing, neuro-economics, and now the field of neuro-information systems (neuro-IS) is growing, and our students want to know more about it all. This paper presents the examination of the learning-needs of new entrants to the field of neuro-IS. The resulting elective course is targeted at IS undergraduate majors interested in learning about the use of neurophysiological tools in organizational settings. The course is focused on the design aspects of brain-based computer interfaces for people with disabilities and the general use of neurophysiological tools to understand human mental states better. Students read seminal papers to gain a background in the latest brain-based technology and its application to various organizations. The course material focuses on the design and usability of systems, the psychological and cognitive states of users, and the evaluation of novel technology. Students demonstrate their understanding of key concepts by designing and conducting a related research study, analyzing a case in the field, or designing their own brain-based interface. This course was taught to forty-one undergraduate students in a face-to-face format and thirty-seven in an online class using active learning principles, and the course was met with highly positive reviews. Delivering a version of the class online did not have a noticeable impact on either student performance or course evaluations

Estratégias & tecnologias digitais para a integração do Autismo

The number of people with Autism spectrum disorders is increasing significantly. The purpose of this literature review is to contribute to the integration of autistic people in the educational context with the help of technological means. Educators' views on the education they should provide to students so that autistic people feel accepted by their peers and have equal and inclusive opportunities are listed. People on the Autism spectrum have difficulties in important pillars such as communication, memory, and attention. Strategies are presented for teachers to achieve the inclusion of students and the role of assistive technology, and its benefits are identified for people with Autism with the main benefit being the improvement of communication skills, the improvement of organization activities, memory, and attention.El número de personas con trastornos del espectro autista está aumentando significativamente. El objetivo de esta revisión bibliográfica fue contribuir a la integración de las personas autistas en el contexto educativo con la ayuda de medios tecnológicos. Se enumeran las opiniones de los educadores sobre la educación que deben ofrecer a los alumnos para que las personas autistas se sientan aceptadas por sus compañeros y tengan oportunidades equitativas e inclusivas. Las personas en el espectro del autismo tienen dificultades con pilares importantes como la comunicación, la memoria y la atención. Se presentan estrategias para que los docentes logren la inclusión de los estudiantes y el rol de la tecnología asistiva, y se identifican sus beneficios para las personas con autismo, siendo el principal beneficio la mejora de las habilidades comunicativas, la mejora de las actividades de organización, memoria y atención.O número de pessoas com transtornos do espectro do Autismo está aumentando significativamente. O objetivo desta revisão de literatura foi contribuir para a integração de pessoas autistas no contexto educacional com o auxílio de meios tecnológicos. São listadas as opiniões dos educadores sobre a educação que devem oferecer aos alunos para que os autistas se sintam aceitos por seus pares e tenham oportunidades iguais e inclusivas. As pessoas no espectro do Autismo apresentam dificuldades em pilares importantes como comunicação, memória e atenção. São apresentadas estratégias para os professores conseguirem a inclusão dos alunos e o papel da tecnologia assistiva, e são identificados seus benefícios para pessoas com autismo sendo o principal benefício, a melhora das habilidades de comunicação, a melhora das atividades de organização, memória e atenção

The Impacts Of Inclusive Learning On Special Needs Students, Traditional Students And Faculty In The Agricultural Education Classroom

Agricultural Education prepares students for a wide range of opportunities in continuing education and employment. By allowing students of all academic and economic backgrounds to be involved in the agricultural classroom, students are capable of having an appreciation for agriculture and the environment. The classroom not only helps students develop essential career preparation skills but also is capable of providing personal growth that will benefit students now and in the future. By including all students in the agriculture classroom, all students are impacted in various ways. The purpose of this study was to evaluate the impact on students and faculty where inclusive learning is in place. Studies have indicated that not only are there tremendous benefits for a student with special needs in the agricultural classroom, but for all parties involved. Further preparation for faculty would also increase the positive impact of the inclusive learning experience

A Transcendental Phenomenological Study of Faculty Use of Universal Design for Learning That Includes Multiple Means of Expression While Teaching Online General Education Courses at a Technical College

Little is known about the perceived benefits of Universal Design for Learning (UDL) to help college students with learning disabilities. The purpose of this transcendental phenomenological study was to study general education faculty members’ perceptions on student achievement when faculty employ multiple means of expression, the third principle of UDL, which is to vary the means of assessment at a technical college in southeastern Georgia. The transcendental phenomenological studies human experiences. The theoretical framework used to guide this study includes two adult learning theories: Knowles’s (1998) andragogy and Mezirow’s (1996) self-directed and transformational learning. Vygotsky’s zone of proximal development was also applied. The research questions were designed to give insight into the faculty’s experiences with UDL, assessing multiple means of expression, barriers to the implementation of multiple means of expression, and their perceptions of the impact on student performance. The participants included 14 general education faculty at a technical college in Southeast Georgia. Interviews, surveys, and course evaluations of faculty courses were used to collect data. Textual data were transcribed and inputted into In Vivo for thematic analysis. Six themes emerged highlighting the lack of training and knowledge regarding the use of multiple means of expression

An Examination of Fit and the Use of Mobile Devices for Performing Tasks

This research seeks to better understand an individual’s use of mobile devices and the matching fit between type of mobile device and activity. As mobile devices swiftly progress and alter individuals’ ways of interacting with technology, a more comprehensive understanding of how tasks are impacted may help ensure appropriate device selection. The ability for more targeted device selection may increase use and help mobile device users and designers avoid the pitfalls of pre-existing, traditional technology. Building on identified antecedents of success from the DeLone & McLean Information Systems Success Model and focusing on the measurement of hedonic and utilitarian tasks and Goodhue & Thompson’s Task-Technology Fit Model, the study was applied against four defined categories of mobile devices. The primary study used a survey to test a research model which examines task-technology fit in the context of mobile devices. A secondary feasibility study employed neurophysiological tools with a focused experiment to explore the impact of the technology and the nature of the task on fit. At present, this is one of the first studies that attempts to manipulate both task and technology in a study of fit yielding results for practitioner and researcher alike. Specifically, researchers will gain additional insight into users’ engagement with smartphones, tablets and mini-tablets for hedonic and utilitarian tasks. For practitioners, this study hopes to inform them of the types of tasks users are performing regularly and types of devices are being used. This work may assist in forming future device technical designs and specifications

Engaging national organizations for knowledge translation: Comparative case studies in knowledge value mapping

<p>Abstract</p> <p>Background</p> <p>Government sponsors of research and development, along with their funded investigators, are increasingly tasked with demonstrating evidence of knowledge use by nontraditional audiences. This requires efforts to translate their findings for effective communication. For technology-related knowledge, these audiences include clinicians, consumers, manufacturers, public policy agencies, and knowledge brokers. One potentially efficient approach is to communicate research findings through relevant national organizations. However, this requires an understanding of how such organizations view and treat research knowledge, which can be determined through knowledge-value mapping. Do knowledge values differ between national organizations representing different audiences? Can a deeper understanding of knowledge values help sponsors, investigators, and organizations better communicate research findings to stakeholders?</p> <p>Methods</p> <p>A series of comparative case studies on knowledge-value mapping were derived through interviews with spokespersons for six national organizations. The semi-structured interviews followed a 10-item questionnaire to characterize different ways in which each organization engages with research-based knowledge. Each participating organization represents a particular stakeholder group, while all share a common interest in the research subject matter.</p> <p>Results</p> <p>Each national organization considers the value of the research knowledge in the context of their organization's mission and the interests of their members. All are interested in collaborating with researchers to share relevant findings, while they vary along the following dimensions of knowledge engagement: create, identify, translate, adapt, communicate, use, promote, absorptive capacity, and recommendations for facilitation.</p> <p>Conclusions</p> <p>The principles of knowledge translation suggest that investigators can increase use by tailoring the format and context of their findings to the absorptive capacity of nonscholars. Greater absorption should result in higher levels of knowledge awareness, interest, and use, which can then be documented. National organizations and their members, in turn, can strive to optimize their absorptive capacities regarding the state of the sciences. This combination will ensure the highest possible return on public investment in research activities. This knowledge-value mapping study concludes that national organizations are appropriate channels for communicating research findings and for meeting statutory requirements and general expectations for generating and documenting knowledge use.</p

Serving People with Disabilities through the Workforce Investment Act's One-Stop Career Centers

This paper examines the extent to which people with disabilities are served through WIA's One-Stop system and discusses its capacity to serve people with disabilities who desire employment assistance, both in terms of common barriers to access as well as promising strategies to improve service delivery to people with disabilities

The Most Effective Teaching Strategies for at Risk Students With Mathematical Learning Disabilities

What are the most effective teaching strategies and assistive technology to support at risk students who have mathematical learning disabilities? This was the question my thesis revolved around. The problems relating to this question are the lack in definitions for at risk as well as mathematical learning disabilities and that there is no research of the overlap of these two populations. To find this overlap, I researched the best strategies for at risk students and the best for students with mathematical disabilities, and I compiled the strategies that overlapped. I thought that since they are effective for both populations, these strategies would be the best for the overlap in populations. My project design is to create a website titled Teaching the ‘Unteachable:’ Tips and Tricks to Best Support and Teach At Risk Students with a Mathematical Learning Disability. My website will educate teachers in each of these populations and the most effective strategies and assistive technology for them

The Potential of Neuroscience for Human-Computer Interaction Research

Due to the increased availability of both neuroscience methods and theories, Information Systems (IS) scholars have begun to investigate the potential of neuroscience for IS research. This new field of research is referred to as NeuroIS. Moreover, large technology companies (e.g., Microsoft and Philips) started research programs to evaluate the potential of neuroscience for their business. The application of neuroscientific approaches is also expected to significantly contribute to advancements in human-computer interaction (HCI) research. Against this background, a panel debate is organized to discuss the potential of neuroscience for HCI studies. The panel hosts an intellectual debate from different perspectives, both conceptually (from behaviorally-oriented research to design science research) and methodologically (from brain imaging to neurophysiological techniques), thereby outlining many facets that neuroscience offers for HCI research. The panel concludes that neuroscience has the potential to become an important reference discipline for the field of HCI in the future

Plus 50 Students and Their Experiences with Technology in Undergraduate Classes

As adult learners over 50 continue to pursue higher education, postsecondary institutions should have resources and services available to support this demographic. Previous research often combines Plus 50 students with all nontraditional students 24 years and older, making it difficult to understand the unique needs and learning experiences of older adult students in the academic environment. The use of technology for curriculum has increased significantly over the years and may present challenges for Plus 50 learners as they are introduced to it and learn to navigate it. The purpose of this study was to explore the experiences of Plus 50 students when they used technology in undergraduate courses. This phenomenological research study employed a purposeful homogenous sampling method to identify 10 Plus 50 participants at a 4-year institution in the Midwest. Malcolm Knowles’ theories of andragogy and self-directed learning served as appropriate frameworks for this study allowing the researchers to gain a more holistic understanding of how Plus 50 students used technology in their classes. The data from this research will contribute to the body of scholarship regarding the experiences of Plus 50 students and their use of technology in undergraduate classes. In addition, institutional stakeholders can use the findings from this study as a guide when reviewing curriculum and policy to support the needs of this unique student demographic. This research can also serve as a resource for Plus 50 students and provide them with insights on how to advocate for their learning needs and be adequately prepared when enrolling in courses that use technology