Collaborative learning & co-creation in XR

In this SIG, we aim at gathering researchers and practitioners to reflect on using XR technologies to support collaborative learning and co-creation, and to foster a joint force by connecting the Learning and Education community and the XR community at CHI. We witness a significant increase in CHI publications relating to these research areas: 292 titles about "collaborative learning" or "co-creation" since 2015 compared to 96 in 2010-2014; and 1180 titles about XR since 2015 compared to 288 in 2010-2014. This SIG will bring together researchers, educators, designers and practitioners to 1) stimulate a cross-disciplinary discussion on the opportunities of collaborative learning and co-creation in XR; 2) foresee the future directions, standards and obstacles to introduce XR to education; and 3) build a joint community connecting XR and education research at CHI

An assessment of the levels of ethical perception among public University student in Malaysia

Ethics is indeed crucial because we will not survive the 21st century with the 20th century ethics. With the onset of globalization, many hands guide the controls and many decisions move those hands whose core values play an instrumental role in creating a stable and peaceful future for the world (Institute of Global Ethics, 1999).Denhardt (1999) suggests that ethics should be concerned with providing normative guidance, standards for behavior and goals for policy and practice at all levels.Colleges and universities are custodians of knowledge. Because possession of knowledge is the source of power, understood here as the ability to influence decisions in contemporary society, these institutions are also the gateway to power, significantly affecting the quality of economic and social life throughout the world. Thus, insofar as colleges and universities create and disseminate knowledge within a particular society,they are institutions with moral responsibilities to maintain the well being of that society (Wilcox and Ebbs, 1992). Ethics is not merely another subject or discipline taught at a university for the University is a community of scholars from a variety of disciplines who come together [uni-verto = turn into one because they are ultimately concerned with the common good of society, not merely the good of individuals (Curtin University, 2001). Today that concern extends to the ethical dilemmas currently faced by the global community.Thus, ethics should play a central role in a university and not merely a cosmetic role (i.e. as a set of rules to disciplinary misconduct). Education and training is the primary communications vehicle that a university can utilize to promote and instill core values so that students are able to recognize and respond to ethical dilemmas in personal, professional and global life. Globalization, liberalization and higher mobility made possible through Information and Communication Technology (ICT) revolution and the Internet amplify the role that the university play in producing individuals who can and will search within themselves to ensure that the power and responsibility bestowed upon them are factored into ethics i.e., Justice, Responsible Care and Respect for Persons.Students on today’s campuses encounter a variety of complex situations for which they are often ill prepared by experience or individual development. The relationship between students’ attitudes and values and the environment that supports or challenges them stands as a dynamic dialectic of confirmation and rejection that affects the ethical positions and choices of both the individual and the institution.Ethics can be defined as the rules and principles that define right and wrong conduct (Davis & Frederick, 1990). Whether an individual acts ethically or unethically is a result of complex interaction between the individual stage of moral development and several moderating variables including individual characteristics, organization structured design, organizational culture and the intensity of the ethical issues

Exploring Participatory Design Methods to Engage with Arab Communities

ArabHCI is an initiative inaugurated in CHI17 SIG Meeting that brought together 45+ HCI Arab and non-Arab researchers/practitioners who are conducting/interested in HCI within Arab communities. The goal of this workshop is to start dialogs that leverage our "insider" understanding of HCI research in the Arab context and assert our culture identity in design in order to explore challenges and opportunities for future research. In this workshop, we focus on one of the themes that derived our community discussions in most of the held events. We explore the extent to which participatory approaches in the Arab context are culturally and methodologically challenged. Our goal is to bring researchers/practitioners with success and failure stories while designing with Arab communities to discuss methods, share experiences and learned lessons. We plan to share the results of our discussions and research agenda with the wider CHI community through different social and scholarly channels

Evidence-Based Study of Medication Compliance Project in Hiv Prevention Using Pre-Exposure Prophylaxis (Prep) Antivirals for HIV-Negative Males

In 2012, emtricitabine/tenofovir was the only Food and Drug Administration-approved medication for pre-exposure prophylaxis (PrEP) used in human immunodeficiency virus (HIV) prevention. To date, there is little research on open-label and mixed-payer characteristics supporting medication compliance of men who have sex with men (MSM). The purpose of this research was to describe individual demographic variables associated with PrEP medication adherence and to examine the effect of a follow-up phone call from a nurse once a month for 3 months. A total of 30 MSM were recruited and data were collected using a demographic questionnaire, medication adherence tool and follow-up phone calls. Data were analyzed using a statistical package. Spearman’s rho correlations demonstrated high medication adherence in single men (rs (28) = −.375, p \u3c .05) with no mental health issues (rs (28) = .426, p \u3c .05) and a higher educational level (rs (28) = −.431, p \u3c .05). A between group Chi-square demonstrated men with high medication adherence and medium medication adherence did not statistically differ over 3 months (χ2 (2, N = 28) = .668, p = .71). Individuals who exhibited higher PrEP use in an open-label and mixed-payer structure appeared to be young, single, well educated, and employed Caucasian gay males with multiple partners. More information will be needed from ethnically diverse populations, especially non-Caucasians. Finally, clinical nurses, by supplying accountability by phone calls, could improve PrEP compliance by providing planned monthly reminders

Business and social entrepreneurs in the UK : gender, context and commitment

Objectives: What sort of people become social entrepreneurs, and in what way do they differ from business entrepreneurs? This question is important for policy because there has been a shift from direct to indirect delivery of many public services, requiring a professional approach to social enterprise. Yet we know little about who sets up social enterprises. Prior work: Much prior work on social entrepreneurs has been based on small and convenience samples, and this is true in the United Kingdom as elsewhere. An exception is work based on annual UK Global Entrepreneurship monitor (GEM) surveys (e.g. Levie et al., 2006). Approach: Defining and distinguishing business from social entrepreneurs is problematic. However, inclusion of items that measured the relative importance of economic, social and environmental goals in the 2009 UK GEM survey enables us to compare business and social entrepreneurs based on two different definitions: activity-based (setting up or running a new business or any kind of social, voluntary or community activity, venture or initiative) and goals-based (setting up or running a new organisation which has mainly economic goals versus mainly social goals). We use logistic multivariate regression techniques to identify differences between business and social entrepreneurs in demographic characteristics, effort, aspiration, use of resources, industry choice, location and organisational structure, identified from a representative sample of 30,000 adults interviewed in the United Kingdom in 2009. Results: The results show that the odds of an early-stage entrepreneur being a social rather than a business entrepreneur are reduced if they are male, from an ethnic minority, if they work 10 hours or more per week on the venture, and if they ever worked in their parents business, while they are increased if they have higher levels of education and if they are a settled in-migrant to their area. Implications: These results suggest that a high proportion of social enterprise founders are part-time founders. This could be a cause for concern for policy-makers keen to shift delivery of professional services from the public sector to a professional third sector. Future surveys could test if there is a hand-over of control from founders to full-time managers as social enterprises mature. Value: To our knowledge, this is the first time that large representative samples of business and social entrepreneurs have been compared using multivariate analysis. This type of research complements case-based research, enabling hypotheses raised by qualitative research to be tested on representative samples of a population

Planning Collaborative Learning in Virtual Environments. La planificación del aprendizaje colaborativo en entornos virtuales

Collaborative learning has a strong presence in technologysupported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a nonexperimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCLbased subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning