From design to narrative: the development of inquiry-based learning models

The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils), is developing a new approach of 'scripted inquiry learning', where children investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer. This paper describes our progress to date on the development of four models for inquiry-based learning, as part of the PI project. These are being used as the basis for the development of educational scenarios and associated scripts to explore the use of mobile technologies in supporting an inquiry-based approach to teaching Scientific thinking across formal and informal learning

Weblogs in Higher Education - Why Do Students (Not) Blog?

Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs in informal contexts, even when appropriate facilities are offered by their universities. While motivations for blogging have been subject to empirical studies, little research has addressed the issue of why students choose not to blog. This paper presents an empirical study undertaken to gain insights into the decision making process of students when deciding whether to keep a blog or not. A better understanding of students' motivations for (not) blogging may help decision makers at universities in the process of selecting, introducing, and maintaining similar services. As informal learning gains increased recognition, results of this study can help to advance appropriate designs of informal learning contexts in Higher Education. The method of ethnographic decision tree modelling was applied in an empirical study conducted at the Vienna University of Technology, Austria. Since 2004, the university has been offering free weblog accounts for all students and staff members upon entering school, not bound to any course or exam. Qualitative, open interviews were held with 3 active bloggers, 3 former bloggers, and 3 non‑ bloggers to elicit their decision criteria. Decision tree models were developed out of the interviews. It turned out that the modelling worked best when splitting the decision process into two parts: one model representing decisions on whether to start a weblog at all, and a second model representing criteria on whether to continue with a weblog once it was set up. The models were tested for their validity through questionnaires developed out of the decision tree models. 30 questionnaires have been distributed to bloggers, former bloggers and non‑ bloggers. Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, and concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors

Modelling job crafting behaviours: Implications for work engagement

In this study among 206 employees (103 dyads), we followed the job demands–resources approach of job crafting to investigate whether proactively changing one’s work environment influences employee’s (actor’s) own and colleague s (partner’s) work engagement. Using social cognitive theory, we hypothesized that employees would imitate each other’s job crafting behaviours, and therefore influence each other’s work engagement. Results showed that the crafting of social and structural job resources, and the crafting of challenge job demands was positively related to own work engagement, whereas decreasing hindrance job demands was unrelated to own engagement. As predicted, results showed a reciprocal relationship between dyad members’ job crafting behaviours – each of the actor’s job crafting behaviours was positively related to the partner’s job crafting behaviours. Finally, employee’s job crafting was related to colleague’s work engagement through colleague’s job crafting, suggesting a modelling process

Taking time to understand: articulating relationships between technologies and organizations

Dynamic relationships between technologies and organizations are investigated through research on digital visualization technologies and their use in the construction sector. Theoretical work highlights mutual adaptation between technologies and organizations but does not explain instances of sustained, sudden, or increasing maladaptation. By focusing on the technological field, I draw attention to hierarchical structuring around inter-dependent levels of technology; technological priorities of diverse groups; power asymmetries and disjunctures between contexts of development and use. For complex technologies, such as digital technologies, I argue these field-level features explain why organizations peripheral to the field may experience difficulty using emerging technology

Bridging the gap between service provision and customer expectation

Purpose: The purpose of this paper is to serve as a reminder to all managers that they must understand their customers, from the customers’ perspective, and not make assumptions about customer needs. Design/methodology/approach: Customer Value Discovery workshops are held with undergraduate on-campus students and academic staff at Nottingham Trent University to identify customer values and irritations. Library staff participate in the workshops and vote as they expected their customers to vote. The gaps identified between staff assumptions of customer perceptions of service importance and performance serve as a catalyst for staff engagement in the change process that is necessary to deliver on the value propositions and reduce customer irritations. Findings: Library staff assumptions of customer perceptions were not always accurate. The gaps identified helped to engage staff in the change process that was necessary to improve perceptions of value and to reduce irritations. By explicitly addressing the value propositions with the aims of adding value and reducing irritation, student satisfaction with library services, as measured by two independent satisfaction surveys, improved considerably. Research limitations/implications: The research is based on two customer segments of one university library. The research should be repeated after a gap of three-four years to check if the value propositions and irritations have changed in that time. If so, the goals of the library’s operational plan would have to change to reflect the new value propositions

Mechatronics & the cloud

Conventionally, the engineering design process has assumed that the design team is able to exercise control over all elements of the design, either directly or indirectly in the case of sub-systems through their specifications. The introduction of Cyber-Physical Systems (CPS) and the Internet of Things (IoT) means that a design team’s ability to have control over all elements of a system is no longer the case, particularly as the actual system configuration may well be being dynamically reconfigured in real-time according to user (and vendor) context and need. Additionally, the integration of the Internet of Things with elements of Big Data means that information becomes a commodity to be autonomously traded by and between systems, again according to context and need, all of which has implications for the privacy of system users. The paper therefore considers the relationship between mechatronics and cloud-basedtechnologies in relation to issues such as the distribution of functionality and user privacy

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel