Understanding and Evaluating Relevance in IS Research

This commentary examines two questions of interest to the relevance debate in IS research: why is relevance a problematic issue in IS research, and how can IS research relevance be assessed accurately and fairly. Answers to these questions are centered around the pluralistic and dynamic nature of IS research: that IS research is influenced by multiple stakeholder groups with conflicting perspectives, and continuous changes in this domain prevented the formation of a shared consensus of what IS research should be. Since such a consensus is unlikely to emerge, given the nature of the discipline, any evaluation of IS research relevance must take into account the target audience for that research and yardsticks appropriate for the intended stakeholder groups

Understanding Mobile Search Task Relevance and User Behaviour in Context

Improvements in mobile technologies have led to a dramatic change in how and when people access and use information, and is having a profound impact on how users address their daily information needs. Smart phones are rapidly becoming our main method of accessing information and are frequently used to perform `on-the-go' search tasks. As research into information retrieval continues to evolve, evaluating search behaviour in context is relatively new. Previous research has studied the effects of context through either self-reported diary studies or quantitative log analysis; however, neither approach is able to accurately capture context of use at the time of searching. In this study, we aim to gain a better understanding of task relevance and search behaviour via a task-based user study (n=31) employing a bespoke Android app. The app allowed us to accurately capture the user's context when completing tasks at different times of the day over the period of a week. Through analysis of the collected data, we gain a better understanding of how using smart phones on the go impacts search behaviour, search performance and task relevance and whether or not the actual context is an important factor.Comment: To appear in CHIIR 2019 in Glasgow, U

Science as systems learning. Some reflections on the cognitive and communicational aspects of science

This paper undertakes a theoretical investigation of the 'learning' aspect of science as opposed to the 'knowledge' aspect. The practical background of the paper is in agricultural systems research – an area of science that can be characterised as 'systemic' because it is involved in the development of its own subject area, agriculture. And the practical purpose of the theoretical investigation is to contribute to a more adequate understanding of science in such areas, which can form a basis for developing and evaluating systemic research methods, and for determining appropriate criteria of scientific quality. Two main perspectives on science as a learning process are explored: research as the learning process of a cognitive system, and science as a social, communicational system. A simple model of a cognitive system is suggested, which integrates both semiotic and cybernetic aspects, as well as a model of selfreflective learning in research, which entails moving from an inside 'actor' stance to an outside 'observer' stance, and back. This leads to a view of scientific knowledge as inherently contextual and to the suggestion of reflexive objectivity and relevance as two related key criteria of good science

Applying psychological science to the CCTV review process: a review of cognitive and ergonomic literature

As CCTV cameras are used more and more often to increase security in communities, police are spending a larger proportion of their resources, including time, in processing CCTV images when investigating crimes that have occurred (Levesley & Martin, 2005; Nichols, 2001). As with all tasks, there are ways to approach this task that will facilitate performance and other approaches that will degrade performance, either by increasing errors or by unnecessarily prolonging the process. A clearer understanding of psychological factors influencing the effectiveness of footage review will facilitate future training in best practice with respect to the review of CCTV footage. The goal of this report is to provide such understanding by reviewing research on footage review, research on related tasks that require similar skills, and experimental laboratory research about the cognitive skills underpinning the task. The report is organised to address five challenges to effectiveness of CCTV review: the effects of the degraded nature of CCTV footage, distractions and interrupts, the length of the task, inappropriate mindset, and variability in people’s abilities and experience. Recommendations for optimising CCTV footage review include (1) doing a cognitive task analysis to increase understanding of the ways in which performance might be limited, (2) exploiting technology advances to maximise the perceptual quality of the footage (3) training people to improve the flexibility of their mindset as they perceive and interpret the images seen, (4) monitoring performance either on an ongoing basis, by using psychophysiological measures of alertness, or periodically, by testing screeners’ ability to find evidence in footage developed for such testing, and (5) evaluating the relevance of possible selection tests to screen effective from ineffective screener

Towards Ontology-Based Design Science Research for Knowledge Accumulation and Evolution

The potential of design science research (DSR) to contribute to real-world problems solving and innovation has been considered as an opportunity for IS researchers to demonstrate the relevance and significance of DSR paradigm. While most DSR studies have been informed on single design and development projects, future research needs to consider knowledge sharing and accumulation across multiple projects. This paper argues for combining the forces of design science research and ontology studies to foster knowledge creation and evolution. We propose a new approach to DSR by adopting ontology engineering as a knowledge sharing mechanism in which researchers assemble knowledge parts throughout the study. We develop a framework for understanding, conducting and evaluating ontology-based design science research, then present the roadmap and guidelines for its conduct and evaluation. This paper concludes with a call for a more collaborative endeavor to design studies in IS research

Putting the reader in the picture. Screen translation and foreign-language learning

Although Portugal is traditionally a subtitling country, with regular exposure to English audiovisual materials, the population's foreign-language skills (English) appear as statistically low. This research seeks to evaluate translation, as an activity in the educational area, and its relevance to foreign-language development and learning; it aims specifically at evaluating the effectiveness of subtitling as a language-learning tool amongst learners in Portugal.The data resulted from three studies. The first two tested the understanding of content through exposure to subtitles. The third evaluated the production skills of EFL students, in a very specific area of language - idiomatic expressions-, via the use of the mother-tongue, after prior exposure to subtitled material.The findings from the 3 studies indicate that the presence of subtitles, interlingual or intralingual, always contribute towards viewers' comprehension of the content, even in culture-specific areas such as idioms. Putting the reader in the picture: screen translation and foreign-language learning Abstract Although Portugal is traditionally a subtitling country, with regular exposure to English audiovisual materials, the population's foreign-language skills (English) appear as statistically low. This research seeks to evaluate translation, as an activity in the educational area, and its relevance to foreign-language development and learning; it aims specifically at evaluating the effectiveness of subtitling as a language-learning tool amongst learners in Portugal. The data resulted from three studies. The first two tested the understanding of content through exposure to subtitles. The third evaluated the production skills of EFL students, in a very specific area of language - idiomatic expressions-, via the use of the mother-tongue, after prior exposure to subtitled material. The findings from the 3 studies indicate that the presence of subtitles, interlingual or intralingual, always contribute towards viewers' comprehension of the content, even in culture-specific areas such as idioms

Exploring the motivations involved in context aware services

This paper reports on research focused upon understanding the factors influencing the effective use of context aware adaptive systems. Unlike many desktop applications, ubiquitous computing supports users in dynamic situations by utilizing surrounding context to help them manage and utilise technology. It is by its nature highly dynamic since it responds to changes in context of use, and this brings new challenges to interaction design. In particular, there is still little research into human factors relating to the effectiveness and appropriateness of ubiquitous computing concepts. We review theoretical factors regarding human user’s motivation, emotion, perception and preference that are relevant to evaluating ubiquitous computing. Here we then report on empirical research relating these theoretical factors to the use of contextually aware adaptive systems. The results show that there is a significant difference in users' preferences between intrinsic and extrinsic motivations. The other findings identify the importance and role of user involvement in decision-making processes. Overall the work raises interesting questions about the nature of empirical research as a methodology of relevance to adaptive system design

Imagining organisational futures: towards a systemic constructionist practice perspective

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of a Professional Doctorate in Systemic PracticeThis thesis is an inquiry into the practice of imagining of organisational futures. The aims of this research are to promote understanding of imagining as relational, discursive and dialogical practice in organisations, to develop opportunities for imagining in organisations drawing on systemic and social constructionist theories and practices, and to develop propositions informing systemic constructionist practice. It is a reflexive, qualitative, case and practice based research, informed by ethnographic sensibility, using Coordinated Management of Meaning (CMM) theory and discourse analysis as research methods. The focus of this research is not to solve problems but to make sense and create connections. This research promotes an understanding of imagining as relational, discursive practice and a critical appreciation of imagining in organisational theory and systemic constructionist practice with organisations, in particular the relevance of imagining in organisational opportunity, alignment and coordination, organisational decision making, and organisation development. Reflections on imagining practice are articulated as concepts of games of imagining expressing archetypical discursive forms of imagining, discursive reflexivity, a practice of reflexive evaluating of the unfolding talk for the emergent possibilities in it, and game changing, an expanding of possibilities for imagining from within a conversational situation. Drawing on reflections from theory and practice this research promotes the relevance of relational, discursive imagining for organisational task attainment and makes a case for advancing imagining practices through developing the participation in imagining processes and by foregrounding and institutionalising imagining in organisations. It argues that such developments can be of a transformational nature and positions systemic constructionist practice as a resource for such a development. This research contributes to systemic constructionist practice research by developing practice based frameworks that serve to orientate practitioners in the living moment of practising. It builds on established frameworks of systemic constructionist theory and practice, expands their relevance, and also invites critical and appreciative sensibilities in relation to systemic constructionist practice. This research contributes to a small body of empirical case research into organisational imagining informed by social constructionist positions and ethnographic sensibility

Lithium Batteries and the Solid Electrolyte Interphase (SEI)—Progress and Outlook

Interfacial dynamics within chemical systems such as electron and ion transport processes have relevance in the rational optimization of electrochemical energy storage materials and devices. Evolving the understanding of fundamental electrochemistry at interfaces would also help in the understanding of relevant phenomena in biological, microbial, pharmaceutical, electronic, and photonic systems. In lithium-ion batteries, the electrochemical instability of the electrolyte and its ensuing reactive decomposition proceeds at the anode surface within the Helmholtz double layer resulting in a buildup of the reductive products, forming the solid electrolyte interphase (SEI). This review summarizes relevant aspects of the SEI including formation, composition, dynamic structure, and reaction mechanisms, focusing primarily on the graphite anode with insights into the lithium metal anode. Furthermore, the influence of the electrolyte and electrode materials on SEI structure and properties is discussed. An update is also presented on state-of-the-art approaches to quantitatively characterize the structure and changing properties of the SEI. Lastly, a framework evaluating the standing problems and future research directions including feasible computational, machine learning, and experimental approaches are outlined

Towards the Situated Engagement Evaluation Model (SEEM) : making the invisible visible

This thesis explores the multifaceted concept of engagement within online learning environments. Key research aims are to suggest approaches and an extendable model for evaluating, monitoring and developing understanding of online learner engagement. The overall intention is to offer educators insight, practical guidance and tools for supporting timely intervention in fostering learner engagement. This thesis reviews the major theoretical perspectives on learning and highlights the role of student engagement in relation to the research literature. It discusses the limitations of the methods applied in current research and attempts to address this problem by crossing the disciplinary boundaries to draw together a range of perspectives and methodologies. A review of the literature provides a foundation for a learner engagement evaluation model that employs a variety of evaluation methods and accommodates the possible diversity of learning experiences. The proposed ‘Situated Engagement Evaluation Model’ (SEEM) is positioned to reflect the wide theoretical perspective of social learning. It constitutes a comprehensive system of intertwined components (Learning Content; Pedagogical Design Elements; Learning Profiles; and Dialogue and Communication) that learners may interact with, and integrates dynamically changing preferences and predispositions (e.g. cultural, emotional, cognitive) potentially informative in engagement studies. Prior to (and independently of) the development of SEEM, four empirical studies were conducted and reported here. These explored patterns of online engagement with respect to learning content, learning profiles, patterns of communication and elements of pedagogical design. Studies were then revisited to evaluate the usefulness of SEEM for monitoring and evaluating student engagement, and to discuss its potential for guiding intervention to improve learning experiences. The practical relevance for integrated and automated implementation of SEEM in online learning is considered further