Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

JISC Preservation of Web Resources (PoWR) Handbook

Handbook of Web Preservation produced by the JISC-PoWR project which ran from April to November 2008. The handbook specifically addresses digital preservation issues that are relevant to the UK HE/FE web management community”. The project was undertaken jointly by UKOLN at the University of Bath and ULCC Digital Archives department

Terrorist Incitement on the Internet

I organized this symposium to advance understanding of how terrorist communications drive and influence social, political, religious, civil, literary, and artistic conduct. Viewing terrorist speech through wide prisms of law, culture, and contemporary media can provide lawmakers, adjudicators, and administrators a better understanding of how to contain and prevent the exploitation of modern communication technologies to influence, recruit, and exploit others to perpetrate ideologically driven acts of violence. Undertaking such a multipronged study requires not only looking at the personal and sociological appeals that extreme ideology exerts but also considering how to create political, administrative, educational, and economic conditions to effect positive change at micro and macro levels. The deep analysis that a symposium provides can paint a more comprehensive picture to explain the effectiveness or ineffectiveness of various memes, videos, interactive websites, group chat rooms, and blogs that justify, glorify, or incite violence. Moreover, understanding the operation of terrorist groups on the internet can help to explain their organizational hierarchies

From Tutor-led to Student-led design education: the Global Studio

“Tutor-led” design education has been argued to be a system where lecturers are at the centre of teaching & learning activities and where educators’ tastes strongly influence students’ outcomes. Design education has also been argued not to prepare graduates for working in highly complex professional capacities synonymous with the contemporary era. We argue the role of tutors in tutor-led design education to be a factor in this. The Global Studio runs Web 2.0 enabled industry sponsored international collaborations between students. One aim is to introduce learners to “complex project situations” and consequently to prepare them for contemporary working life. It is operationally different from “tutor-led” design education as lecturers are more “distant” in teaching &learning activities and students construct conversations and outcomes primarily via interaction with peers. Feedback from home-institution students suggests many individuals struggle with making decisions without “tutor-led design education” involvement from tutors. Given the on-going change in funding provision and the continuing dissolution of “normal” structures, universities are predicted to continue to undergo extensive transformation in their remit and the way education is delivered. We ask whether tutor-led design education is maintainable and whether educators and students are prepared for the consequences of change

Older Australians and the Internet

In late 2009, Sandra Haukka secured funding from the auDA Foundation to explore what older Australians who never or rarely use the Internet (referred to as ‘non-users’) know about the types of online products and services available to them, and how they might use these products and services to improve their daily life. This project aims to support current and future strategies and initiatives by: 1) exploring the extent to which non-users are aware of the types and benefits of online products and services, (such as e-shopping, e-banking, e-health, social networking, and general browsing and research) as well as their interest in them b) identifying how the Internet can improve the daily life of older Australians c) reviewing the effectiveness of support and services designed to educate and encourage older people to engage with the Internet d) recommending strategies that aim to raise non-user awareness of current and emerging online products and services, and provide non-users with the skills and knowledge needed to use those products and services that they believe can improve their daily life. The Productive Ageing Centre at National Seniors Australia, and Professor Trevor Barr from Swinburne University provided the project with in-kind support

ePortfolios: Mediating the minefield of inherent risks and tensions

The ePortfolio Project at the Queensland University of Technology (QUT) exemplifies an innovative and flexible harnessing of current portfolio thinking and design that has achieved substantial buy-in across the institution with over 23000 active portfolios. Robust infrastructure support, curriculum integration and training have facilitated widespread take-up, while QUT’s early adoption of ePortfolio technology has enabled the concomitant development of a strong policy and systems approach to deal explicitly with legal and design responsibilities. In the light of that experience, this paper will highlight the risks and tensions inherent in ePortfolio policy, design and implementation. In many ways, both the strengths and weaknesses of ePortfolios lie in their ability to be accessed by a wider, less secure audience – either internally (e.g. other students and staff) or externally (e.g. potential employees and referees). How do we balance the obvious requirement to safeguard students from the potential for institutionally-facilitated cyber-harm and privacy breaches, with this generation’s instinctive personal and professional desires for reflections, private details, information and intellectual property to be available freely and with minimal restriction? How can we promote collaboration and freeform expression in the blog and wiki world but also manage the institutional risk that unauthorised use of student information and work so palpably carries with it? For ePortfolios to flourish and to develop and for students to remain engaged in current reflective processes, holistic guidelines and sensible boundaries are required to help safeguard personal details and journaling without overly restricting students’ emotional, collaborative and creative engagement with the ePortfolio experience. This paper will discuss such issues and suggest possible ways forward

Perceived value of faculty-developed course websites: A student-faculty comparison

This study is a case-study examination of faculty-developed course websites and their usage within a single mid-western community college environment. Its purpose is to develop an understanding of the perceived value of selected course websites from both student and faculty perspectives based on website design and use. The study analyzes course websites from instructional and technological theoretical perspectives, drawing from literature in the fields of education and technology studies. To understand course websites within the context of their usage, three selected course websites were paired with the instructor and a subset of students to form a case study unit. The case study methodology offered an opportunity for in-depth qualitative data collection through theory-driven examination of website features, observation of website use, and in-depth interviews with students and faculty. Study findings indicate that perceived value is strengthened by the amount and quality of course-specific content while lessened by irrelevant content and/or lack of significant content. Because constructivist strategies embody interactive learning styles, web-enabling interactive content on course websites has the potential to create constructivist learning opportunities. Several factors influence course websites design and perceived value perspectives. Included among these are student involvement in the design process, professional development opportunities that support faculty development of course websites, faculty members technical abilities, and institutional support

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Ecodriving and Carbon Footprinting: Understanding How Public Education Can Reduce Greenhouse Gas Emissions and Fuel Use

Ecodriving is a collection of changes to driving behavior and vehicle maintenance designed to impact fuel consumption and greenhouse gas (GHG) emissions in existing vehicles. Because of its promise to improve fuel economy within the existing fleet, ecodriving has gained increased attention in North America. One strategy to improve ecodriving is through public education with information on how to ecodrive. This report provides a review and study of ecodriving from several angles. The report offers a literature review of previous work and programs in ecodriving across the world. In addition, researchers completed interviews with experts in the field of public relations and public message campaigns to ascertain best practices for public campaigns. Further, the study also completed a set of focus groups evaluating consumer response to a series of websites that displayed ecodriving information. Finally, researchers conducted a set of surveys, including a controlled stated-response study conducted with approximately 100 University of California, Berkeley faculty, staff, and students, assessing the effectiveness of static ecodriving web-based information as well as an intercept clipboard survey in the San Francisco Bay Area. The stated-response study consisted of a comparison of the experimental and control groups. It found that exposure to ecodriving information influenced people’s driving behavior and some maintenance practices. The experimental group’s distributional shift was statistically significant, particularly for key practices including: lower highway cruising speed, driving behavior adjustment, and proper tire inflation. Within the experimental group (N = 51), fewer respondents significantly changed their maintenance practices (16%) than the majority that altered some driving practices (71%). This suggests intentionally altering driving behavior is easier than planning better maintenance practices. While it was evident that not everyone modifies their behavior as a result of reviewing the ecodriving website, even small shifts in behavior due to inexpensive information dissemination could be deemed cost effective in reducing fuel consumption and emissions

Privacy Implications of Health Information Seeking on the Web

This article investigates privacy risks to those visiting health- related web pages. The population of pages analyzed is derived from the 50 top search results for 1,986 common diseases. This yielded a total population of 80,124 unique pages which were analyzed for the presence of third-party HTTP requests. 91% of pages were found to make requests to third parties. Investigation of URIs revealed that 70% of HTTP Referer strings contained information exposing specific conditions, treatments, and diseases. This presents a risk to users in the form of personal identification and blind discrimination. An examination of extant government and corporate policies reveals that users are insufficiently protected from such risks