More Enduring Questions in Cognitive IS Research

In the April 2012 issue of the Journal of the Association for Information Systems, Michael Davern, Teresa Shaft, and Dov Te’eni published an article titled “Cognition Matters: Enduring Questions in IS Research”. Their paper reviewed much of the history of cognitive research in the IS discipline, especially that related to human-computer interaction and decision support systems. While we believe their article is excellent in many respects, we also believe that it omitted a great deal of the most basic cognitive research performed in the IS domain over the past 10-15 years, especially work in the area of systems analysis and design. Our purpose in this paper is to supplement the work of Davern et al. by discussing much of this recent work. We use two theoretical lenses to organize our review: basic cognition and behavioral decision-making research. Our review provides many illustrations of IS research in these areas, including memory and categorization (basic cognition) and heuristics and biases (behavioral decision making). The result, we believe, is a fuller picture of the breadth of cognition-based work in the IS discipline in general and systems analysis and design in particular. The paper provides further evidence of the importance of cognitive research in IS and suggests additional enduring questions for future investigations

Paying attention to texts : literacy, culture and curriculum

In his paper in English in Australia in 2002, Bill Green called for a literacy project of our own, and for the need to think again, and think newly about the place of literary literacy within contemporary curriculum. But what does literary literacy mean in curriculum that recognises a wide diversity of texts and literacies? If literature and close attention to the aesthetic and imaginative dimensions remain important, what kinds of texts should we value, and how should we attend to them? This article considers how such matters might be taken up with multimodal texts of different kinds.<br /

Akin House Curriculum Development and Living History Programming

This unit plan is comprised of a variety of inquiry-based lessons that explore the culture and way of life of the Native Americans who occupied New England. After studying the Akin house documents, materials, and narratives, I chose to focus my unit on the land and the people who came before the Akin family so that students will learn the long-view of our rich New England history

The Twenty Year Test: Principles for an Enduring Counterterrorism Legal Architecture

The United States faces three enduring terrorism-related threats. First, there is the realistic prospect of additional attacks in the United States including attacks using weapons of mass destruction (“WMD”). Second, in responding to this threat, we may undermine the freedoms that enrich our lives, the tolerance that marks our society, and the democratic values that define our government. Third, if we are too focused on terrorism, we risk losing sight of this century’s other certain threats as well as the capacity to respond to them, including the state proliferation of nuclear weapons, nation-state rivalry, pandemic disease, oil dependency, and environmental degradation. The United States should respond to these threats using all available and appropriate security tools, on offense and in defense. Law is one of the essential security tools. Law provides substantive authority to act. Law can also provide and embed an effective process of preview and review to test proposals and validate actions, ensuring that they are both lawful and effective. However, the United States has been slow, or perhaps unwilling, to adopt a legal architecture that maximizes each of these legal benefits. Instead, the political branches have generally adopted an incremental approach, or relied on the President’s authority as Commander in Chief to define the law. This paper describes four principles that should inform the design of a lasting legal architecture to counterterrorism: First, the architecture should reflect an understanding of the strategic value of law in substance, process, and policy. Second, the architecture should reflect the threats it is intended to address, including the potential catastrophic nature of the physical threat, which distinguishes this form of terrorism from that of the past. Third, with limited exception, the law should avoid absolutes—in the authority asserted; in the authority prohibited; or, in bureaucratic design. Finally, the architecture should be lasting, which means among other things that it should be “constitutionally inclusive” in design. A lasting and inclusive architecture will improve security—by maximizing the Executive’s authority to act, sustaining support for tools and policies, and improving the opportunity and efficacy to appraise U.S. actions

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh.

BRAC initiated Computer Aided Learning (CAL) programme, the first ever in Bangladesh, to introduce ICT based materials in teaching-learning in 2004 Along with digital contents of Science, English and mathematics of secondary level, this programme provided basic ICT and content delivery training to the teachers of programme schools. A qualitative evaluation following the Realist Evaluation framework was designed to evaluate the programme mechanism, context and outcome. Data were collected from six secondary schools selected purposively. Findings showed that both teachers and students enjoyed the CAL materials and also believed that those materials had changed classroom scenario by improving learners’ attention and participation in classroom activities. However, significant difference was not observed between CAL and non-CAL classrooms. Teachers struggled to organise collaborative learning tasks such as group and pair works. Students also had limited participation in teaching-learning process. Irregular electricity supply sometimes hampered use of CAL materials. Furthermore, students had limited access to these materials. Bearing this context the recommendations were to focus more on teachers’ pedagogic improvement and to create more scopes for students’ self use of these materials

Does implementation matter if comprehension is lacking? A qualitative investigation into perceptions of advance care planning in people with cancer

Purpose: While advance care planning holds promise, uptake is variable and it is unclear how well people engage with or comprehend advance care planning. The objective of this study was to explore how people with cancer comprehended Advance Care Plans and examine how accurately advance care planning documentation represented patient wishes. Methods: This study used a qualitative descriptive design. Data collection comprised interviews and an examination of participants’ existing advance care planning documentation. Participants included those who had any diagnosis of cancer with an advance care plan recorded: Refusal of Treatment Certificate; Statement of Choices; and/or Enduring Power of Attorney (Medical Treatment) at one cancer treatment centre. Results: Fourteen participants were involved in the study. Twelve participants were female (86%). The mean age was 77 (range: 61-91) and participants had completed their advance care planning documentation between 8 and 72 weeks prior to the interview (mean 33 weeks). Three themes were evident from the data: Incomplete advance care planning understanding and confidence; Limited congruence for attitude and documentation; Advance care planning can enable peace of mind. Complete advance care planning understanding was unusual; most participants demonstrated partial comprehension of their own advance care plan, and some indicated very limited understanding. Participants’ attitudes and their written document congruence was limited, but advance care planning was seen as helpful. Conclusions: This study highlighted advance care planning was not a completely accurate representation of patient wishes. There is opportunity to improve how patients comprehend their own advance care planning documentation

Learning from the children : exploring preschool children's encounters with ICT at home

This paper is an account of our attempts to understand preschool children's experiences with information and communication technologies (ICT) at home. Using case study data, we focus on what we can learn from talking directly to the children that might otherwise have been overlooked and on describing and evaluating the methods we adopted to ensure that we maximised the children's contributions to the research. By paying attention to the children's perspectives we have learned that they are discriminating users of ICT who evaluate their own performances, know what gives them pleasure and who differentiate between operational competence and the substantive activities made possible by ICT

Active Techniques Implemented in an Introductory Signal Processing Course to Help Students Achieve Higher Levels of Learning.

Holding students to high standards and assessing, measuring and evaluating their learning with challenging, authentic problems in the midterm and final exams is the goal of the professors who teach core signal processing concepts. However, the heavy reliance of these subjects on mathematics makes it difficult for students to genuinely grasp the concepts and relate to a conceptual framework. Specifically, analyzing the signals and the functionality of systems in Fourier domain; separating the system level analysis from signal level analysis; and understanding how they are related in time domain and frequency domain are among the most challenging concepts. Students’ lower grades observed over past years in the introductory signal processing course exposed a potential disconnect between the actual level of learning and the high expectations set by the professors. In this paper, we present the active learning techniques that we implemented in one of the summer session offerings of this course in our department. The research explored Peer Instruction, pre-class reading quizzes and post-lecture quizzes. In addition to the mid and end of the quarter survey results, the comparison analysis of the grades students achieved in the active learning integrated course in the second summer session and the standard course offered in first summer session is discussed. According to our results, the developed techniques helped students in the active classroom perform significantly better than their peers participating in standard lectures when tested by challenging questions in their exams

A pattern-based approach to a cell tracking ontology

Time-lapse microscopy has thoroughly transformed our understanding of biological motion and developmental dynamics from single cells to entire organisms. The increasing amount of cell tracking data demands the creation of tools to make extracted data searchable and interoperable between experiment and data types. In order to address that problem, the current paper reports on the progress in building the Cell Tracking Ontology (CTO): An ontology framework for describing, querying and integrating data from complementary experimental techniques in the domain of cell tracking experiments. CTO is based on a basic knowledge structure: the cellular genealogy serving as a backbone model to integrate specific biological ontologies into tracking data. As a first step we integrate the Phenotype and Trait Ontology (PATO) as one of the most relevant ontologies to annotate cell tracking experiments. The CTO requires both the integration of data on various levels of generality as well as the proper structuring of collected information. Therefore, in order to provide a sound foundation of the ontology, we have built on the rich body of work on top-level ontologies and established three generic ontology design patterns addressing three modeling challenges for properly representing cellular genealogies, i.e. representing entities existing in time, undergoing changes over time and their organization into more complex structures such as situations

Taylorism, targets, technology and teams - compatible concepts? Evidence from a US call centre

Taylorism, targets and technology form a potent mix in call centres where groups of individuals are asked to perform as “teams”. In this paper we explore how ‘task’ oriented concepts interact with the ‘interpersonal relationship’ realm in an environment where group life dominates the notional foundation of a call centre’s organisational structure. Tuckman’s four stage model of sequential group development serves as the theoretical lens through which the role ‘teams’ play in the working environment of a large call centre is examined.Our analysis of structured interviews conducted in an outbound, financial services call centre in the southern United States reveals the mechanisms by which agents have interpreted their ‘team charter’ to focus on individual achievement of increased remuneration levels. The interplay between these variables indicate that reward mechanisms associated with simple Taylorist targets, imposed on the entry level call centre agents, mitigate against meaningful group development. The advancement through promotion based on individual performance to more challenging, less target based work, is in sharp contrast to their initial training period where ‘team building’ is an essential ingredient of skills acquisition