130,824 research outputs found

    Creating the Ideal Digital Self: 3G Mobile Phone Content Production and Distribution as Social Communication

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    Mobile phone ownership presents users with the opportunity to regularly update others of their actions through the digital documentation and circulation of their experiences. There is a sense that an event is not complete until it is shared through text, voice or images. An empirical study of 35 users aged 18-30, conducted for the Smart Internet Technology CRC [3] revealed that when members of a social group cannot be together physically, circulating digitised accounts of an activity becomes an authentic way to share the event. Furthermore, the study indicated that with the convergence of 3G mobile phones, digital cameras and the Internet, users are taking advantage of the best of all three communication channels to create, circulate, distribute and archive content in new and dynamic ways. Through this process users are creating the 'ideal digital self' by which to communicate socially. However, the effectiveness of these new practices is eroded by specific design and technological limitations, thus a distinct set of user problems emerged. This paper illustrates how the Trophy Room scenario, which is a 3G phone and web application, was developed to address the user needs identified in the study

    'Girlfriends and Strawberry Jam’: Tagging Memories, Experiences, and Events for Future Retrieval

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    In this short paper we have some preliminary thoughts about tagging everyday life events in order to allow future retrieval of events or experiences related to events. Elaboration of these thoughts will be done in the context of the recently started Network of Excellence PetaMedia (Peer-to-Peer Tagged Media) and the Network of Excellence SSPNet (Social Signal Processing), to start in 2009, both funded by the European Commission's Seventh Framework Programme. Descriptions of these networks will be given later in this paper

    Engineering affect: emotion regulation, the internet, and the techno-social niche

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    Philosophical work exploring the relation between cognition and the Internet is now an active area of research. Some adopt an externalist framework, arguing that the Internet should be seen as environmental scaffolding that drives and shapes cognition. However, despite growing interest in this topic, little attention has been paid to how the Internet influences our affective life — our moods, emotions, and our ability to regulate these and other feeling states. We argue that the Internet scaffolds not only cognition but also affect. Using various case studies, we consider some ways that we are increasingly dependent on our Internet-enabled “techno-social niches” to regulate the contours of our own affective life and participate in the affective lives of others. We argue further that, unlike many of the other environmental resources we use to regulate affect, the Internet has distinct properties that introduce new dimensions of complexity to these regulative processes. First, it is radically social in a way many of these other resources are not. Second, it is a radically distributed and decentralized resource; no one individual or agent is responsible for the Internet’s content or its affective impact on users. Accordingly, while the Internet can profoundly augment and enrich our affective life and deepen our connection with others, there is also a distinctive kind of affective precarity built into our online endeavors as well

    Diverse perceptions of smart spaces

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    This is the era of smart technology and of ‘smart’ as a meme, so we have run three workshops to examine the ‘smart’ meme and the exploitation of smart environments. The literature relating to smart spaces focuses primarily on technologies and their capabilities. Our three workshops demonstrated that we require a stronger user focus if we are advantageously to exploit spaces ascribed as smart: we examined the concept of smartness from a variety of perspectives, in collaboration with a broad range of contributors. We have prepared this monograph mainly to report on the third workshop, held at Bournemouth University in April 2012, but do also consider the lessons learned from all three. We conclude with a roadmap for a fourth (and final) workshop, which is intended to emphasise the overarching importance of the humans using the spac

    Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

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    The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students.We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters.Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools.LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context
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