Exploiting connectedness in the informatics curriculum

The power of modern communication technology gives us an opportunity, as Informatics educators, to enhance our ability to develop our students' skills in virtual teamworking. We discuss why virtual teamworking is as relevant for students in traditional campus-based universities as it is in a distance learning context. We highlight some of the questions to be answered, and some of the problems to be overcome, in the context of our experiences in designing and delivering a virtual teamworking course at the UK Open University

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities

Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

This paper describes a participatory online culture – Connected Learning Massive Open Online Collaboration (CLMOOC) – and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee’s concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting

Punishment and penal activity : the expansion of legal fines and fees in Texas from 1985 to 2015

Across the United States, legal fines and fees generate millions of dollars per year in revenue despite widening the net of criminalization and increasing penal severity for poorer individuals. Unlike in other penal policy domains, legal fines and fees represent an ambiguously defined form of punishment that has received bipartisan support. Understudied is how legal fines and fees have become an increasingly preferred policy choice among state-level political actors. In this study, I use archival data on legal statutes and legislative sessions in Texas – home to one of the largest prison and jail system in the U.S. – to investigate the development of legal fines and fees across a 30-year period. I use insights from socio-political and legal theories to offer a comprehensive analysis of the structure of legislative policy networks and the development of legal fines and fees legislation. I demonstrate that both liberal and conservative political actors facilitated the passage of legal debt legislation. Furthermore, I consider the role of legislative testimony to show the association between testimony and the rate of legislation on legal fines and fees. I discuss the implications of my findings for understanding how policy networks and legislative activity are related to criminal justice outcomes and are influenced by a variety of social actors. My study contributes to theoretical explanations on the roles of state actors in developing policies that become increasingly implicated in social inequalities.Sociolog

Shared User Interfaces of Physiological Data: Systematic Review of Social Biofeedback Systems and Contexts in HCI

As an emerging interaction paradigm, physiological computing is increasingly being used to both measure and feed back information about our internal psychophysiological states. While most applications of physiological computing are designed for individual use, recent research has explored how biofeedback can be socially shared between multiple users to augment human-human communication. Reflecting on the empirical progress in this area of study, this paper presents a systematic review of 64 studies to characterize the interaction contexts and effects of social biofeedback systems. Our findings highlight the importance of physio-temporal and social contextual factors surrounding physiological data sharing as well as how it can promote social-emotional competences on three different levels: intrapersonal, interpersonal, and task-focused. We also present the Social Biofeedback Interactions framework to articulate the current physiological-social interaction space. We use this to frame our discussion of the implications and ethical considerations for future research and design of social biofeedback interfaces.Comment: [Accepted version, 32 pages] Clara Moge, Katherine Wang, and Youngjun Cho. 2022. Shared User Interfaces of Physiological Data: Systematic Review of Social Biofeedback Systems and Contexts in HCI. In CHI Conference on Human Factors in Computing Systems (CHI'22), ACM, https://doi.org/10.1145/3491102.351749