30,599 research outputs found
Regrets, I\u27ve Had a Few: When Regretful Experiences Do (and Don\u27t) Compel Users to Leave Facebook
Previous work has explored regretful experiences on social media. In parallel, scholars have examined how people do not use social media. This paper aims to synthesize these two research areas and asks: Do regretful experiences on social media influence people to (consider) not using social media? How might this influence differ for different sorts of regretful experiences? We adopted a mixed methods approach, combining topic modeling, logistic regressions, and contingency analysis to analyze data from a web survey with a demographically representative sample of US internet users (n=515) focusing on their Facebook use. We found that experiences that arise because of users\u27 own actions influence actual deactivation of their Facebook account, while experiences that arise because of others\u27 actions lead to considerations of non-use. We discuss the implications of these findings for two theoretical areas of interest in HCI: individual agency in social media use and the networked dimensions of privacy
Holographic and 3D teleconferencing and visualization: implications for terabit networked applications
Abstract not available
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What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources
Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education.
Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve
Middleware for Wireless Sensor Networks: An Outlook
In modern distributed computing, applications are rarely built directly atop operating system facilities, e.g., sockets. Higher-level middleware abstractions and systems are often employed to simplify the programmer’s chore or to achieve interoperability. In contrast, real-world wireless sensor network (WSN) applications are almost always developed by relying directly on the operating system.
Why is this the case? Does it make sense to include a middleware layer in the design of WSNs? And, if so, is it the same kind of software system as in traditional distributed computing? What are the fundamental concepts, reasonable assumptions, and key criteria guiding its design? What are the main open research challenges, and the potential pitfalls? Most importantly, is it worth pursuing research in this field?
This paper provides a (biased) answer to these and other research questions, preceded by a brief account on the state of the art in the field
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The net generation and digital natives: implications for higher education
Executive Summary
"Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1)
1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place.
2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet.
3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student.
4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet.
5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities.
6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received.
7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy.
8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration.
9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding.
10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change
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Pioneers, subcultures and cooperatives: The grassroots augmentation of urban places
About the book:
There have been numerous possible scenarios depicted on the impact of the internet on urban spaces. Considering ubiquitous/pervasive computing, mobile, wireless connectivity and the acceptance of the Internet as a non extraordinary part of our everyday lives mean that physical urban space is augmented, and digital in itself. This poses new problems as well as opportunities to those who have to deal with it.
This book explores the intersection and articulation of physical and digital environments and the ways they can extend and reshape a spirit of place. It considers this from three main perspectives: the implications for the public sphere and urban public or semi-public spaces; the implications for community regeneration and empowerment; and the dilemmas and challenges which the augmentation of space implies for urbanists. Grounded with international real -life case studies, this is an up-to-date, interdisciplinary and holistic overview of the relationships between cities, communities and high technologies
A New Generation Gap? Some thoughts on the consequences of increasingly early ICT first contact
One possible consequence of ICT’s rapid rise will be a new ‘generation gap’ arising from differing perceptions of the learning technologies. The nature, causes and consequences of this gap are of interest to educational practitioners and policymakers.
This paper uses data from an ongoing project together with a synopsis of research to describe the ICT-based generation gap that currently exists between students and their teachers and parents. It is argued that this gap may exist between students differing in age by as little as five years.
Results from a related project exploring Networked Information and Communication Literacy Skills (NICLS), are used to introduce a discussion on the nature of any skills gap that must be addressed in the light of this generation gap
P4CEP: Towards In-Network Complex Event Processing
In-network computing using programmable networking hardware is a strong trend
in networking that promises to reduce latency and consumption of server
resources through offloading to network elements (programmable switches and
smart NICs). In particular, the data plane programming language P4 together
with powerful P4 networking hardware has spawned projects offloading services
into the network, e.g., consensus services or caching services. In this paper,
we present a novel case for in-network computing, namely, Complex Event
Processing (CEP). CEP processes streams of basic events, e.g., stemming from
networked sensors, into meaningful complex events. Traditionally, CEP
processing has been performed on servers or overlay networks. However, we argue
in this paper that CEP is a good candidate for in-network computing along the
communication path avoiding detouring streams to distant servers to minimize
communication latency while also exploiting processing capabilities of novel
networking hardware. We show that it is feasible to express CEP operations in
P4 and also present a tool to compile CEP operations, formulated in our P4CEP
rule specification language, to P4 code. Moreover, we identify challenges and
problems that we have encountered to show future research directions for
implementing full-fledged in-network CEP systems.Comment: 6 pages. Author's versio
A Rule Set for the Future
This volume, Digital Young, Innovation, and the Unexpected, identifies core issues concerning how young people's use of digital media may lead to various innovations and unexpected outcomes. The essays collected here examine how youth can function as drivers for technological change while simultaneously recognizing that technologies are embedded in larger social systems, including the family, schools, commercial culture, and peer groups. A broad range of topics are taken up, including issues of access and equity; of media panics and cultural anxieties; of citizenship, consumerism, and labor; of policy, privacy, and IP; of new modes of media literacy and learning; and of shifting notions of the public/private divide. The introduction also details six maxims to guide future research and inquiry in the field of digital media and learning. These maxims are "Remember History," "Consider Context," "Make the Future (Hands-on)," "Broaden Participation," "Foster Literacies," and "Learn to Toggle." They form a kind of flexible rule set for investigations into the innovative uses and unexpected outcomes now emerging or soon anticipated from young people's engagements with digital media
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