Understanding human-machine networks: A cross-disciplinary survey

© 2017 ACM. In the current hyperconnected era, modern Information and Communication Technology (ICT) systems form sophisticated networks where not only do people interact with other people, but also machines take an increasingly visible and participatory role. Such Human-Machine Networks (HMNs) are embedded in the daily lives of people, both for personal and professional use. They can have a significant impact by producing synergy and innovations. The challenge in designing successful HMNs is that they cannot be developed and implemented in the same manner as networks of machines nodes alone, or following a wholly human-centric view of the network. The problem requires an interdisciplinary approach. Here, we review current research of relevance to HMNs across many disciplines. Extending the previous theoretical concepts of sociotechnical systems, actor-network theory, cyber-physical-social systems, and social machines, we concentrate on the interactions among humans and between humans and machines. We identify eight types of HMNs: public-resource computing, crowdsourcing, web search engines, crowdsensing, online markets, social media, multiplayer online games and virtual worlds, and mass collaboration. We systematically select literature on each of these types and review it with a focus on implications for designing HMNs. Moreover, we discuss risks associated with HMNs and identify emerging design and development trends

Learning by Game Design for Library Instruction: A Multiple Case Study

Despite the importance placed on information literacy in fostering lifelong learning, helping students develop the skills required of critical thinkers and independent learners are limited. This study contributes to the burgeoning discourse on alternative instructional approaches to teaching information literacy and focuses on the use of game design in learning environments. The appeal of gaming among the younger generation of learners has led to the increasing use of games in learning environments. Within recent years, some innovative academic libraries have begun adopting games as a platform for information literacy instruction. While the literature recognizes game design as fostering higher-level learning in educational contexts, it is not commonly adopted in the classroom. Typically, there is a preference among instructors to have students play games. Therefore, a more thorough understanding on the ways game design best facilitate learning is needed to assist towards its more frequent adoption. This study focuses on the use of game design within library spaces. The purpose of this study is to explore the experiences of undergraduate students learning by game design in information literacy classes. The overarching research question looks at how an instructor can incorporate motivational theories into an information literacy class through learning by game design and how students engage with the content and each other in this environment. More specific supporting questions address: How can an instructor incorporate motivational theories into an information literacy class through “learning by game design”? How does the “learning by game design” approach within information literacy classes foster the sharing of knowledge among undergraduate students? How do undergraduate students represent information literacy concepts in the game-based artifacts they design? What were undergraduate students’ motivations to use information literacy practices they were exposed to throughout their class experiences? Applying a descriptive multi-site case study methodology, this study draws upon the theories of social constructivism, experiential learning, and motivation to explore the phenomenon of learning by game design in information literacy classes. Data was collected from two sites using various methods to provide a comprehensive view of the phenomenon. Data sources included: student\u27s artifacts, submitted class assessment materials, recorded observation, participant observation, items from the Intrinsic Motivation Inventory (IMI) and interviews. Analysis was done by drawing meanings across the multiple instances of data. Findings from this study show that learning by game design is a viable option for teaching information literacy classes, when effectively scaffolded into the classroom. Students were able to draw upon a higher order of cognition and described situated instances where information literacy skills were applied, such as use in complex assignments and real world situations

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations is a collection of case studies from higher education institutions across the United States. An open educational resource (OER) in its own right, it offers a diverse compilation of OER and open pedagogy projects grounded in faculty, library, and student collaborations. Open Pedagogy Approaches provides ideas, practical tips, and inspiration for educators willing to explore the power of open, whether that involves a small innovation or a large-scale initiative. Particularly during this pandemic, as libraries struggle against publisher limitations to offer traditional print texts in e-format, libraries are a natural partner in the creation and facilitation of open educational resources and practices. “Going open” offers innovative alternatives that can equitably shift the culture of student access and empowerment in learning. List of chapters: Editor\u27s Preface / Alexis Clifton Foreword / Robin DeRosa Introduction / Kimberly Davies Hoffman, Robert Berkman, Deborah Rossen-Knill, Kristen Totleben, Eileen Daly-Boas, Alexis Clifton, Moriana Garcia, Lev Earle, and Joe Easterly Evolving into the Open: A Framework for Collaborative Design of Renewable Assignments / Stacy Katz and Jennifer Van Allen Informed Open Pedagogy and Information Literacy Instruction in Student-Authored Open Projects / Cynthia Mari Orozco Approaching Open Pedagogy in Community and Collaboration / Caroline Sinkinson and Amanda McAndrew Open Pedagogy Big and Small: Comparing Open Pedagogy Efforts in Large and Small Higher Education Settings / Shanna Hollich and Jacob Moore Adapting Open Educational Course Materials in Undergraduate General Psychology: A Faculty-Librarian-Student Partnership / Dennis E. Schell, Dorinne E. Banks, and Neringa Liutkaite Reading British Modernist Texts: A Case in Open Pedagogy / Mantra Roy, Joe Easterly, and Bette London Humanities in the Open: The Challenges of Creating an Open Literature Anthology / Christian Beck, Lily J. Dubach, Sarah A. Norris, and John Venecek A 2-for-1 Deal: Earn Your AA While Learning About Information Literacy Using OER / Mary Lee Cunill, Sheri Brown, and Tia Esposito Mathematics Courses and the Ohio Open Ed Collaborative: Collaborative Course Content Building for Statewide Use / Daniel Dotson, Anna Davis, Amanda L. Folk, Shanna Jaggars, Marcos D. Rivera, and Kaity Prieto Library Support for Scaffolding OER-enabled Pedagogy in a General Education Science Course / Lindsey Gumb and Heather Miceli Sharing the End of the World: Students’ Perceptions of Their Self-Efficacy in the Creation of Open Access Digital Learning Objects / Sarah Hutton, Lisa Di Valentino, and Paul Musgrave Teaching Wikipedia: A Model for Critical Engagement with Open Information / Amanda Koziura, Jennifer M. Starkey, and Einav Rabinovitch-Fox “And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College / Joshua F. Beatty, Timothy C. Hartnett, Debra Kimok, and John McMahon Building a Collection of Openly Licensed Student-Developed Videos / Ashley Shea Whose History?: Expanding Place-Based Initiatives Through Open Collaboration / Sean D. Visintainer, Stephanie Anckle, and Kristen Weischedel Scholarly Bridges: SciComm Skill-Building with Student-Created Open Educational Resources / Carrie Baldwin-SoRelle and Jennifer M. Swann Harnessing the Power of Student-Created Content: Faculty and Librarians Collaborating in the Open Educational Environment / Bryan James McGeary, Ashwini Ganeshan, and Christopher S. Guder Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies / Stephanie N. Lewis, Anne M. Brown, and Amanda B. MacDonald Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model / Laurie N. Taylor and Brian Keith Adventures in a Connectivist MOOC on Open Learning / Susan J. Erickson Invitation to Innovation: Transforming the Argument-Based Research Paper to Multimodal Project / Denise G. Malloy and Sarah Siddiqui “What If We Were To Go?”: Undergraduates Simulate the Building of an NGO From Theory To Practice / Kimberly Davies Hoffman, Rose-Marie Chierici, and Amanda Spencehttps://knightscholar.geneseo.edu/geneseo-authors/1010/thumbnail.jp

M-health review: joining up healthcare in a wireless world

In recent years, there has been a huge increase in the use of information and communication technologies (ICT) to deliver health and social care. This trend is bound to continue as providers (whether public or private) strive to deliver better care to more people under conditions of severe budgetary constraint

Open Access Publishing: A Literature Review

Within the context of the Centre for Copyright and New Business Models in the Creative Economy (CREATe) research scope, this literature review investigates the current trends, advantages, disadvantages, problems and solutions, opportunities and barriers in Open Access Publishing (OAP), and in particular Open Access (OA) academic publishing. This study is intended to scope and evaluate current theory and practice concerning models for OAP and engage with intellectual, legal and economic perspectives on OAP. It is also aimed at mapping the field of academic publishing in the UK and abroad, drawing specifically upon the experiences of CREATe industry partners as well as other initiatives such as SSRN, open source software, and Creative Commons. As a final critical goal, this scoping study will identify any meaningful gaps in the relevant literature with a view to developing further research questions. The results of this scoping exercise will then be presented to relevant industry and academic partners at a workshop intended to assist in further developing the critical research questions pertinent to OAP

The experience as a document: designing for the future of collaborative remembering in digital archives

How does it feel when we remember together on-line? Who gets to say what it is worth to be remembered? To understand how the user experience of participation is affecting the formation of collective memories in the context of online environments, first it is important to take into consideration how the notion of memory has been transformed under the influence of the digital revolution. I aim to contribute to the field of User Experience (UX) research theorizing on the felt experience of users from a memory perspective, taking into consideration aspects linked to both personal and collective memories in the context of connected environments.Harassment and hate speech in connected conversational environments are specially targeted to women and underprivileged communities, which has become a problem for digital archives of vernacular creativity (Burgess, J. E. 2007) such as YouTube, Twitter, Reddit and Wikipedia. An evaluation of the user experience of underprivileged communities in creative archives such as Wikipedia indicates the urgency for building a feminist space where women and queer folks can focus on knowledge production and learning without being harassed. The theoretical models and designs that I propose are a result of a series of prototype testing and case studies focused on cognitive tools for a mediated human memory operating inside transactive memory systems. With them, aims to imagine the means by which feminist protocols for UX design and research can assist in the building and maintenance of the archive as a safe/brave space.Working with perspectives from media theory, memory theory and gender studies and centering the user experience of participation for women, queer folks, people of colour (POC) and other vulnerable and underrepresented communities as the main focus of inquiring, my research takes an interdisciplinary approach to interrogate how online misogyny and other forms of abuse are perceived by communities placed outside the center of the hegemonic normativity, and how the user experience of online abuse is affecting the formation of collective memories in the context of online environments