Educational Technology as Seen Through the Eyes of the Readers

In this paper, I present the evaluation of a novel knowledge domain visualization of educational technology. The interactive visualization is based on readership patterns in the online reference management system Mendeley. It comprises of 13 topic areas, spanning psychological, pedagogical, and methodological foundations, learning methods and technologies, and social and technological developments. The visualization was evaluated with (1) a qualitative comparison to knowledge domain visualizations based on citations, and (2) expert interviews. The results show that the co-readership visualization is a recent representation of pedagogical and psychological research in educational technology. Furthermore, the co-readership analysis covers more areas than comparable visualizations based on co-citation patterns. Areas related to computer science, however, are missing from the co-readership visualization and more research is needed to explore the interpretations of size and placement of research areas on the map.Comment: Forthcoming article in the International Journal of Technology Enhanced Learnin

Profiling and understanding student information behaviour: Methodologies and meaning

This paper draws on work conducted under the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework to identify a range of issues associated with research design that can form a platform for enquiry about knowledge creation in the arena of user behaviour. The Framework has developed a multidimensional set of tools for profiling, monitoring and evaluating user behaviour. The Framework has two main approaches: one, a broad‐based survey which generates both a qualitative and a quantitative profile of user behaviour, and the other a longitudinal qualitative study of user behaviour that (in addition to providing in‐depth insights) is the basis for the development of the EIS (Electronic Information Services) Diagnostic Toolkit. The strengths and weaknesses of the Framework approach are evaluated. In the context of profiling user behaviour, key methodological concerns relate to: representativeness, sampling and access, the selection of appropriate measures and the interpretation of those measures. Qualitative approaches are used to generate detailed insights. These include detailed narratives, case study analysis and gap analysis. The messages from this qualitative analysis do not lend themselves to simple summarization. One approach that has been employed to capture and interpret these messages is the development of the EIS Diagnostic Toolkit. This toolkit can be used to assess and monitor an institution's progress with embedding EIS into learning processes. Finally, consideration must be given to integration of insights generated through different strands within the Framework

An intervention modelling experiment to change GP's intentions to implement evidence-based practice : using theory-based interventions to promote GP management of upper respiratory tract infection without prescribing antibiotics #2

Background: Psychological theories of behaviour may provide a framework to guide the design of interventions to change professional behaviour. Behaviour change interventions, designed using psychological theory and targeting important motivational beliefs, were experimentally evaluated for effects on the behavioural intention and simulated behaviour of GPs in the management of uncomplicated upper respiratory tract infection (URTI). Methods: The design was a 2 × 2 factorial randomised controlled trial. A postal questionnaire was developed based on three theories of human behaviour: Theory of Planned Behaviour; Social Cognitive Theory and Operant Learning Theory. The beliefs and attitudes of GPs regarding the management of URTI without antibiotics and rates of prescribing on eight patient scenarios were measured at baseline and post-intervention. Two theory-based interventions, a "graded task" with "action planning" and a "persuasive communication", were incorporated into the post-intervention questionnaire. Trial groups were compared using co-variate analyses. Results: Post-intervention questionnaires were returned for 340/397 (86%) GPs who responded to the baseline survey. Each intervention had a significant effect on its targeted behavioural belief: compared to those not receiving the intervention GPs completing Intervention 1 reported stronger self-efficacy scores (Beta = 1.41, 95% CI: 0.64 to 2.25) and GPs completing Intervention 2 had more positive anticipated consequences scores (Beta = 0.98, 95% CI = 0.46 to 1.98). Intervention 2 had a significant effect on intention (Beta = 0.90, 95% CI = 0.41 to 1.38) and simulated behaviour (Beta = 0.47, 95% CI = 0.19 to 0.74). Conclusion: GPs' intended management of URTI was significantly influenced by their confidence in their ability to manage URTI without antibiotics and the consequences they anticipated as a result of doing so. Two targeted behaviour change interventions differentially affected these beliefs. One intervention also significantly enhanced GPs' intentions not to prescribe antibiotics for URTI and resulted in lower rates of prescribing on patient scenarios compared to a control group. The theoretical frameworks utilised provide a scientific rationale for understanding how and why the interventions had these effects, improving the reproducibility and generalisability of these findings and offering a sound basis for an intervention in a "real world" trial. Trial registration: Clinicaltrials.gov NCT00376142This study is funded by the European Commission Research Directorate as part of a multi-partner program: Research Based Education and Quality Improvement (ReBEQI): A Framework and tools to develop effective quality improvement programs in European healthcare. (Proposal No: QLRT-2001-00657)

So What? : HR Measurement as a Change Catalyst

[ Excerpt] There is unprecedented recognition among top managers throughout the world that people make the difference. Reading the professional business press, one would think that the battle for measuring the impact of human resources has already been won. Emerging flexible organizations are seen as requiring increased attention to vision, style, cooperation and teamwork (Ghoshal & Mintzberg, 1994; Halal, 1993). Business writers tout the essential role of world-class training that values people skills and fosters entrepreneurship (Dumaine, 1995; Rau, 1994). We even see the latest pair of best-selling authors, Michael Hammer and James Champy chiding managers that the biggest lie told by most organizations is that \u27people are our most important assets \u27, and calling for dramatically increased investments in people (Lancaster, 1995). It is also apparent that some of the most admired managers say managing people as their most important role. Jack Welch, of General Electric Corporation is quoted as saying Anybody who gets this [CEO] job has got to believe in the gut that people are the key to everything (Tichy, 1993). There is also growing evidence that organizational success is correlated with the existence of combinations of high-performance work designs and highperformance human resource practices (MacDuffie, 1995; Arthur, 1994; Huselid, in press)

The digital transformation of business models in the creative industries: A holistic framework and emerging trends

This paper examines how digital technologies facilitate business model innovations in the creative industries. Through a systematic literature review, a holistic business model framework is developed, which is then used to analyse the empirical evidence from the creative industries. The research found that digital technologies have facilitated pervasive changes in business models, and some significant trends have emerged. However, the reconfigured business models are often not ‘new’ in the unprecedented sense. Business model innovations are primarily reflected in using digital technologies to enable the deployment of a wider range of business models than previously available to a firm. A significant emerging trend is the increasing adoption of multiple business models as a portfolio within one firm. This is happening in firms of all sizes, when one firm uses multiple business models to servedifferent markets segments, sell different products, or engage with multi-sided markets, or to use different business models over time. The holistic business model framework is refined and extended through a recursive learning process, which can serve both as a cognitive instrument for understanding business models and a planning tool for business model innovations. The paper contributes to our understanding of the theory of business models and how digital technologies facilitate business model innovations in the creative industries. Three new themes for future research are highlighted

Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums

Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce