MEASURING WEBSITE USERS’ MENTAL MODEL IN NFORMATION SEEKING WITH THE PATHFINDER NETWORK APPROACH

Website users’ mental models can greatly affect their behaviors when looking for information. If their mental models closely resemble the interface designer’s representation model, the users will have an easier time to accomplish their search task. So it is beneficial to quantify the similarity and differences between users’ mental models and the representation model of website designers using the pathfinder network approach. With data gathered from undergraduate seniors (as users) and designers of the website at www.amazon.cn, this research presents the measurement and visualization method of website users’ mental models based on pathfinder network in their information seeking process, followed by a discussion on similarity calculation between the users’ mental models and the designers’ mental model, and corresponding system that implements pathfinder network methods also developed

An investigation into how ICT is used in teaching and learning by Initial Teacher Educators on the Primary BEd and PGCE courses in the School of Education at a British University

MA EducationThe purpose of this study was to explore the use of ICT in teaching and learning by initial teacher educators, on Primary PGCE and BEd courses, in one British university. The aim was to determine what and where good practice with ICT already existed on the Primary education courses and to identify points of action to make improvements. The world now is technology-rich and as such beginning teachers need to be prepared for the ever-changing demands of ICT in their future careers in schools, especially as their pupils are becoming ever-more digitally 'native'. This study wanted to find out what it meant to use ICT well in teaching and learning on an Initial Teacher Education course for the primary age ranges. It also wanted to ascertain the barriers to the successful embedding of ICT into the curriculum of the Primary education course. Finally, it sought to make recommendations to the case study institution as to what and how improvements could be made. The research was carried out through a thorough review of current literature as well as an analysis of the policy documents at both a local and national level. Staff who taught on the Primary education courses completed a questionnaire which allowed them to comment on their attitudes, views and usage of ICT in their teaching and learning. These results were then cross-referenced to PGCE students' evaluations of the ICT on their course, from the previous year. It was found that ICT in teaching and learning should be made explicit through the sharing of aims for learning. These aims should include as a minimum, coverage through subject areas of national curriculum for ICT for Key Stages 1 and 2, allowing students to see how ICT is supported in a particular field. Also, the curriculum should include the explicit modelling of ICT for teaching and learning in university sessions and also including activities for school experience which will strengthen students' understanding further. This will involve a curriculum review. In order to ensure that staff are competent, both at a personal level and for their embedding of ICT in their curriculum planned CPO at an appropriate level and in a meaningful context will be necessary, on an ongoing basis to keep up with the changes in technology. This would be supported by time for collaboration between colleagues to develop ideas for the curriculum

Inter-Organisational Knowledge Sharing in the Public Sector: The Role of Social Capital and Information and Communication Technology

This thesis explores the dynamics of knowledge sharing, through the context of interorganisational collaboration in the public sector. The growth of collaboration across public sector organisations places increasing importance on knowledge sharing, yet it is an area that has historically proved difficult for the sector. Knowledge sharing research increasingly emphasises the importance of social capital in facilitating and influencing knowledge sharing behaviours, yet the public sector’s approach to knowledge sharing has predominantly focussed on the use of information and communication technology (ICT) tools. The aim of this research is to better understand the dynamics of knowledge sharing, and the roles that social capital and ICT play in knowledge sharing. This is a contemporary and important research topic. Public sector commitment to increasing collaboration requires a strong focus on inter-organisational knowledge sharing. This multiple-case, multi-method research incorporates a research design that blends qualitative and quantitative data collection and analysis. The research extends and deepens current understanding of the dynamics of knowledge sharing and contributes to the existing body of knowledge in the areas of knowledge sharing, social capital, and ICT. It also provides valuable empirical evidence relating to public sector based sharing at the inter-organisational level. The research found that social capital is a significant concern for collaborative teams. Factors such as trust, group identity and shared purpose and goals were identified as important considerations for team members. Despite the sector’s focus on ICT tools as key knowledge sharing mechanisms, the actual availability of tools was limited. Further, individuals’ use of tools was low due to their perceptions of the available tools as difficult to use and of limited usefulness. A key outcome of the research was the development of a conceptual framework that can be used to support the work of academics and practitioners engaged in the field of collaboration and knowledge sharing. The framework identifies six important antecedents that influence the development of social capital, and the availability and use of ICT. These antecedents include collaboration design, leadership, the perceived ease of use and perceived usefulness of ICT, and individual technical ability. The final antecedent identifies individual’s commitment to the ‘intrinsic value of public sector work’ as a key collaboration factor

NASA Tech Briefs, February 1997

Topics include: Test and Measurement; Electronic Components and Circuits; Electronic Systems; Physical Sciences; Materials; Computer Programs; Mechanics; Machinery/Automation; Manufacturing/Fabrication; Mathematics and Information Sciences; Life Sciences; Books and Report

Public involvement in primary care : an analysis of policy implementation

Public involvement in primary care has gained increasing acceptance through a sustained position in government policy since New Labour began in 1997. When Primary Care Groups (PCGs) were introduced (Department of Health 1997), they were seen as vehicles for public involvement, reflecting devolution of power and local decision-making. During the process of this study (1999 - 2006) policy directives have highlighted a number of paradoxes, with the potential to impact on public involvement. Detailed development was left to local discretion, set against a national agenda that emphasised citizenship and consumerism. The purpose of this study was to explore, interpret and understand how public involvement policy was interpreted and implemented within the new organisational structures. The study was designed to address the research question `How is public involvement defined and operationalised within PCGs'. Due to the pace of organisational change, the research expanded to track lay experiences within Primary Care Trusts (PCTs). The research methods included case study, national survey, telephone interviews and the development of a conceptual framework for public involvement in primary care. From the analysis of the national survey and two in-depth case studies, the study provided a detailed profile of lay members across England. Issues regarding representativeness and the identification of a potentially discriminatory appointment system were raised. Despite inadequate training lay members were strongly represented in public involvement and health-related issues but less so in financial and operational areas. There were widespread difficulties with individual capacity and a minority of members identified themes relating to isolation, exploitation and lack of skills recognition. There was little evidence of strategic and organisational development in implementing and responding to involvement initiatives. The majority of approaches to public involvement within this study focused on information exchange and therefore, were tokenistic in relation to power sharing. The impact of the national agenda was evident and the lack of specific central directives relating to involvement led it to remain a low priority. As the move to PCT status became central, public involvement was reclaimed as a management prerogative. The analysis showed that the concept of citizenship, so central to Third Way politics was poignantly missing. The study reflected a focus on service users and the different roles of citizen and user were not clearly demarcated. The use of Foucault's concepts of governmentality and discipline provided an explanatory framework for elucidating the study's findings. The effects of governmentality embedded in policy directives and disciplinary mechanisms within NHS organisations were identified as crucial factors for the lack of significant progress of public involvement over the period of the research study

Designing and assessing the feasibility of an active learning approach to the teaching of legal research.

Thesis (Ph.D. (Information Studies)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.This study set out to design and assess the feasibility of an active learning approach to a legal research module. The study was a case study of the second year undergraduate Legal Research Writing and Reasoning (LRWR) module on the Pietermaritzburg campus of the University of KwaZulu-Natal. This module forms part of the basic law degree curriculum. The author, a subject librarian at the University of KwaZulu-Natal, has been involved with this module for several years. The module is situated within the general lecture timetable and the lecture format is unsuitable for a module such as this one that requires practical work. Students of law need to have a sound knowledge of the published legal literature because of the particular nature of the role of legal literature in the study of law, the vast array of literature available and the complex presentation of information within the sources of law. Students of law also need to be able to read, understand and apply the law to given situations. Legal education in South Africa has undergone considerable changes since 1994 alongside those in higher education generally. Since 2001 the LLB degree has become a four year undergraduate degree replacing the old three year undergraduate plus two year post-graduate qualification. New national qualification requirements emphasise a range of skills such as problem-solving, numeracy, computer skills, writing, and finding and using information. This is partly as a means of redressing the differential preparedness of students for university, a legacy of schooling of variant quality that was a feature of Apartheid governance prior to 1994. Thus students are having to complete the law degree in a shortened time period; do not have the benefit of an undergraduate degree before embarking on the law degree, and need to develop competencies in a range of skills and knowledge adjacent to substantive law modules. Information literacy is a process, an active problem-solving process and an amalgam of skills and knowledge concerned with identifying an information need, finding, evaluating and using a range of information to answer that need in appropriate ways. The problem-solving nature of the study of law, the new national requirements for a legal education and the characteristics of information literacy suggest that these three elements could be usefully combined in an active learning and teaching process to enable students of law to develop a holistic approach to learning skills and knowledge of legal research, writing and reasoning in the South African context. The research questions that arose in response to the research problem required an investigation into current research and writing with regard to information literacy, legal education, learning, teaching and assessment and whether an active learning approach was feasible with a large class size of approximately 130 students. The situation in South African law faculties as regards legal research teaching and learning needed to be considered to situate the current study in the broader national context. The literature review enabled the development of a theoretical framework for the LRWR module that took cognisance of a range of national, institutional and classroom climates, aims, objectives, outcomes and content for modules, the study of law, characteristics of learners and factors affecting their performance, teaching strategies, instructional design, assessment and information literacy. The module itself was designed in terms of a problem-solving situation which encompassed a range of integrated skills in order to manage the problem. An active learning approach was adopted in the form of group and class discussion, with a range of scaffolded written, oral and practical exercises and assignments to help students investigate the problem scenario from a number of perspectives. The design of the module required data in the form of demographic characteristics and work habits of the students in the class inclusive of learning styles which were acquired through the application of a questionnaire and learning styles inventory. Knowledge and skills with respect to module content were measured in terms of a pre- and post-test. A reflection exercise and focus groups provided evidence about how the students responded to the overall design of the module and in particular the active learning approach. The data collected and analysed suggested that the integration of information literacy, problem-solving processes with respect to the study of law and active learning was feasible and successful in this large class situation to varying degrees. The students in the module had expanded their repertoire of skills and knowledge, had appreciated the relationship between research, writing, reasoning and discussion and enjoyed the active learning approach. The contribution this research makes is with regard to the character, design and implementation of information literacy programmes in academic libraries in South Africa in particular, given the dearth of published practitioner research in this country. The research has also provided a comprehensive theoretical and practical framework for developing an information literacy programme within the changing South African legal education context. The research in this specific context usefully provides a baseline from which to develop and promote information literacy as a critical approach within the study of law

2008-2009-UNM CATALOG

Course catalog for 2008-2009https://digitalrepository.unm.edu/course_catalogs/1098/thumbnail.jp