Crime scripting: A systematic review

The file attached to this record is the author's final peer reviewed version.More than two decades after the publication of Cornish’s seminal work about the script-theoretic approach to crime analysis, this article examines how the concept has been applied in our community. The study provides evidence confirming that the approach is increasingly popular; and takes stock of crime scripting practices through a systematic review of over one hundred scripts published between 1994 and 2018. The results offer the first comprehensive picture of this approach, and highlights new directions for those interested in using data from cyber-systems and the Internet of Things to develop effective situational crime prevention measures

A Pedagogical Application Framework for Synchronous Collaboration

Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s

Medical device technologies: Who is the user?

A myriad of medical devices deployed by many users play an essential role in healthcare, and they, and their users, need to be defined, classified and coded effectively. This study provides definitions of terms frequently employed to describe the users of medical device technologies (MDT) as well as a classification of such users. Devices are widely used, developed and assessed by many others than clinicians. Thus, users of medical devices need to be classified in various relevant ways, such as primary and secondary users; user groups such as healthcare professionals, patients, carers, persons with disabilities, those with special needs, as well as professionals allied with healthcare. Proper definition and classification of MDT users is particularly important for integrating the users’ perspectives in the process of MDT development and assessment, as well as in relation to the regulatory, health and safety, and insurance perspectives concerning MDT

The influence of peer group response: Building a teacher and student expertise in the writing classroom

New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice

Ontological Clarity, Cognitive Engagement, and Conceptual Model Quality Evaluation: An Experimental Investigation

When analysts build information systems, they document their understanding of users’ work domains via conceptual models. Once a model has been developed, analysts should then check it has no defects. The literature provides little guidance about approaches to improve the effectiveness of conceptual model quality evaluation work. In this light, we propose a theory in which two factors have a material impact on the effectiveness of conceptual model quality evaluation work: (a) the ontological clarity of the conceptual models prepared, and (b) the extent to which analysts use a quality evaluation method designed to cognitively engage stakeholders with the semantics of the domain represented by a conceptual model. We tested our theory using an experiment involving forty-eight expert data modeling practitioners. Their task was to find as many defects as possible in a conceptual model. Our results showed that participants who received the conceptual model with greater ontological clarity on average detected more defects. However, participants who were given a quality evaluation method designed to cognitively engage them more with the semantics of the domain did not detect more defects. Nonetheless, during our analysis of participants’ protocols, we found that those who manifested higher levels of cognitive engagement with the model detected more defects. Thus, we believe that our treatment for the level of cognitive engagement evoked by the quality evaluation method did not take effect. Based on our protocol analyses, we argue that cognitive engagement appears to be an important factor that affects the quality of conceptual model evaluation work

How Collaborative Technology Supports Cognitive Processes in Collaborative Process Modeling: A Capabilities-Gains-Outcome Model

We examine which capabilities technologies provide to support collaborative process modeling. We develop a model that explains how technology capabilities impact cognitive group processes, and how they lead to improved modeling outcomes and positive technology beliefs. We test this model through a free simulation experiment of collaborative process modelers structured around a set of modeling tasks. With our study, we provide an understanding of the process of collaborative process modeling, and detail implications for research and guidelines for the practical design of collaborative process modeling

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications