Attitude, aptitude, ability and autonomy: ther emergence of "off-roaders", a special class of nomadic worker

This is an electronic version of an article published in Harmer, B. M., & Pauleen, D. J. (2010). Attitude, aptitude, ability and autonomy: the emergence of ‘offroaders’, a special class of nomadic worker. Behaviour & Information Technology, 1-13. http://dx.doi.org/10.1080/0144929x.2010.489117 Behaviour & Information Technology is available online at: www.tandfonline.comFreedom to choose when, where and on what to work might be viewed as mere telework. However, when we mix the adoption of ubiquitous technologies with personalities that take pleasure in problem solving and achievement for its own sake, a strong need for autonomy, the freedom to work wherever and whenever the mood strikes, and add a dash of entrepreneurial spirit, then perhaps we are seeing an emergent class of worker, and even the possibility of new organisational forms. This research draws on adaptive structuration theory to search for evidence of a different way of working, hidden among otherwise familiar patterns. It concludes by considering what implications the employment of such individuals might have for management processes with organisations

Mobile Technology in Science Classrooms: Using iPad-enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom

Egocentric Spatial Representation in Action and Perception

Neuropsychological findings used to motivate the “two visual systems” hypothesis have been taken to endanger a pair of widely accepted claims about spatial representation in visual experience. The first is the claim that visual experience represents 3-D space around the perceiver using an egocentric frame of reference. The second is the claim that there is a constitutive link between the spatial contents of visual experience and the perceiver’s bodily actions. In this paper, I carefully assess three main sources of evidence for the two visual systems hypothesis and argue that the best interpretation of the evidence is in fact consistent with both claims. I conclude with some brief remarks on the relation between visual consciousness and rational agency

A Qualitative Analysis of Online Gaming:

The popularity of Massively Multi-Player Online Role-Playing Games (MMORPGs) has risen dramatically over the last decade. Some gamers spend many hours a day in these virtual environments interacting with others gamers, completing quests, and forming social groups. The present study set out to explore the experiences and feelings of online gamers. The study comprised 71 interviews with online gamers (52 males and 19 females) from 11 different countries. Many themes emerged from the analyses of the interview transcripts including (i) relationship with social networking, (ii) social interaction, (iii) the community, (iv) learning real-life skills, (v) reinforcement schedules and operant conditioning, (vi) game design and content, (vii) escaping from real life, (viii) playing longer than intended, and (ix) gamers’ obligations towards others in online worlds. These findings specifically showed the social networking capabilities of online gaming, the community aspects and the psychological mechanisms within MMORPGs that can lead to excessive online gaming. The implications of these findings are discussed in relation to previous qualitative and quantitative research in the area

Explicit Feedback Within Game-based Training: Examining The Influence Of Source Modality Effects On Interaction

This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT’s browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding. The resulting data supports the application of using an EPA embedded in GIFT’s TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game