Characterising the perceived value of mathematics educational apps in preservice teachers

This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying primary school education from two public and one private Australian universities participated in the study. The respondents examined three different apps using a purposively designed instrument in regard to either their explorative, productive or instructive instructional role. While construct validity could not be established due to a broad range of variability in responses implying a high degree of subjectivity in respondents’ judgments, the qualitative analysis was effective in establishing content validit

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Keeping Research Data Safe 2: Final Report

The first Keeping Research Data Safe study funded by JISC made a major contribution to understanding of long-term preservation costs for research data by developing a cost model and indentifying cost variables for preserving research data in UK universities (Beagrie et al, 2008). However it was completed over a very constrained timescale of four months with little opportunity to follow up other major issues or sources of preservation cost information it identified. It noted that digital preservation costs are notoriously difficult to address in part because of the absence of good case studies and longitudinal information for digital preservation costs or cost variables. In January 2009 JISC issued an ITT for a study on the identification of long-lived digital datasets for the purposes of cost analysis. The aim of this work was to provide a larger body of material and evidence against which existing and future data preservation cost modelling exercises could be tested and validated. The proposal for the KRDS2 study was submitted in response by a consortium consisting of 4 partners involved in the original Keeping Research Data Safe study (Universities of Cambridge and Southampton, Charles Beagrie Ltd, and OCLC Research) and 4 new partners with significant data collections and interests in preservation costs (Archaeology Data Service, University of London Computer Centre, University of Oxford, and the UK Data Archive). A range of supplementary materials in support of this main report have been made available on the KRDS2 project website at http://www.beagrie.com/jisc.php. That website will be maintained and continuously updated with future work as a resource for KRDS users

BlogForever: D3.1 Preservation Strategy Report

This report describes preservation planning approaches and strategies recommended by the BlogForever project as a core component of a weblog repository design. More specifically, we start by discussing why we would want to preserve weblogs in the first place and what it is exactly that we are trying to preserve. We further present a review of past and present work and highlight why current practices in web archiving do not address the needs of weblog preservation adequately. We make three distinctive contributions in this volume: a) we propose transferable practical workflows for applying a combination of established metadata and repository standards in developing a weblog repository, b) we provide an automated approach to identifying significant properties of weblog content that uses the notion of communities and how this affects previous strategies, c) we propose a sustainability plan that draws upon community knowledge through innovative repository design

Museums as disseminators of niche knowledge: Universality in accessibility for all

Accessibility has faced several challenges within audiovisual translation Studies and gained great opportunities for its establishment as a methodologically and theoretically well-founded discipline. Initially conceived as a set of services and practices that provides access to audiovisual media content for persons with sensory impairment, today accessibility can be viewed as a concept involving more and more universality thanks to its contribution to the dissemination of audiovisual products on the topic of marginalisation. Against this theoretical backdrop, accessibility is scrutinised from the perspective of aesthetics of migration and minorities within the field of the visual arts in museum settings. These aesthetic narrative forms act as modalities that encourage the diffusion of ‘niche’ knowledge, where processes of translation and interpretation provide access to all knowledge as counter discourse. Within this framework, the ways in which language is used can be considered the beginning of a type of local grammar in English as lingua franca for interlingual translation and subtitling, both of which ensure access to knowledge for all citizens as a human rights principle and regardless of cultural and social differences. Accessibility is thus gaining momentum as an agent for the democratisation and transparency of information against media discourse distortions and oversimplifications

Social media as intelligence in disaster response: eyewitness classification using community detection

Disasters cause widespread devastation to both physical infrastructure and the lives of individuals residing in large geographic areas. The disruption caused by disaster events is further compounded by high levels of uncertainty and information scarcity, presenting significant challenges to disaster response organisations and impeding the effectiveness of coordinated response efforts. The increasing use of digital technologies, such as social media, presents valuable sources of information that are available in real-time from geographically-distributed networks of ‘humans as sensors’. The data generated by these technologies can supplement traditional sources of intelligence to build models of situational awareness and inform decision-making, resulting in more effective disaster response operations. This thesis proposes a method of curating social media data to enhance its usefulness as a source of intelligence for disaster response organisations during crisis events. The research was conducted in four phases: (i) An ethnographic study developed a conceptual framework of the values and challenges of social media intelligence as perceived by disaster response practitioners. High data volume and low rates of relevance were established as key factors impeding integration with existing intelligence sources. (ii) Empirical studies of Twitter discourse were conducted during eight disaster events to identify patterns of online behaviour and establish the informative potential of social media data as a rich source of eyewitness reports. (iii) Geoproximate preferential attachment (homophily) was identified in the structure of Twitter relationship networks. An eyewitness classification model integrated relationship features for data curation. The model was evaluated on temporally-partitioned subgraphs and shown to be effective in real-time environments. (iv) The classification model was validated in simulated disaster response scenarios conducted with emergency service practitioners. Feedback from participants confirmed the effectiveness of the approach to improving the practical value of social media data as a source of intelligence during disaster response operations

Chapter 10 Digital skills and application use among Finnish home care workers in the eldercare sector

This chapter explores the role digital skills, interest in technology, and social support have in home care workers’ use of digital applications at work. The empirical research is based on the 2019 University of Jyväskylä survey study on eldercare work (N = 6,903), drawn from the members of four majors trade unions in Finland. In this chapter, a sub-sample of home care workers (n = 1,398) is used in the analyses. Structural equation models are used to estimate the direct and indirect effects of available technology support, digital skills, and interest in technology on the actual use of various digital applications at work. According to the results, technology support has no direct effect on the use of digital applications. However, technology support seems to increase interest in technology and improve digital skills, which in turn promotes the use of digital applications. The availability of technology support appears as a crucial facilitator for home care workers’ digital agency at work

Addressing the new generation of spam (Spam 2.0) through Web usage models

New Internet collaborative media introduce new ways of communicating that are not immune to abuse. A fake eye-catching profile in social networking websites, a promotional review, a response to a thread in online forums with unsolicited content or a manipulated Wiki page, are examples of new the generation of spam on the web, referred to as Web 2.0 Spam or Spam 2.0. Spam 2.0 is defined as the propagation of unsolicited, anonymous, mass content to infiltrate legitimate Web 2.0 applications.The current literature does not address Spam 2.0 in depth and the outcome of efforts to date are inadequate. The aim of this research is to formalise a definition for Spam 2.0 and provide Spam 2.0 filtering solutions. Early-detection, extendibility, robustness and adaptability are key factors in the design of the proposed method.This dissertation provides a comprehensive survey of the state-of-the-art web spam and Spam 2.0 filtering methods to highlight the unresolved issues and open problems, while at the same time effectively capturing the knowledge in the domain of spam filtering.This dissertation proposes three solutions in the area of Spam 2.0 filtering including: (1) characterising and profiling Spam 2.0, (2) Early-Detection based Spam 2.0 Filtering (EDSF) approach, and (3) On-the-Fly Spam 2.0 Filtering (OFSF) approach. All the proposed solutions are tested against real-world datasets and their performance is compared with that of existing Spam 2.0 filtering methods.This work has coined the term ‘Spam 2.0’, provided insight into the nature of Spam 2.0, and proposed filtering mechanisms to address this new and rapidly evolving problem