2,708 research outputs found
The SenseCam as a tool for task observation
The SenseCam is a passive capture wearable camera, worn around the neck and developed by Microsoft Research in the UK. When worn continuously it takes an average of 2,000 images per day. It was originally envisaged for use within the domain of Human Digital Memory to create a personal lifelog or visual recording of the wearer's life, which can be helpful as an aid to human memory. However, within this paper, we explore its applicability as a tool for use within observational and ethnographic studies. We employed the SenseCam as a tool for the collection of observational data in an empirical study, which sought to determine the information access practices of molecular medicine researchers. The affordances of the SenseCam making it appropriate for use within this domain, as well as its limitations, are discussed in the context of this study. We found that while the SenseCam, in its current form, will not offer a complete replacement of traditional observational methods, it offers a complimentary and supplementary route to the collection of observational data
Methods for Marine Ecosystems Research through the Use of PDAs with Preservice Teachers
Science teachers are charged with the task of providing students in grades K-12 with opportunities that will enable them to make sense of science and develop habits of mind. One goal of science education is to prepare well-rounded citizens who are scientifically literate. Through inquiry-based learning, students formulate questions, perform investigations, and construct new understandings.
It is important for preservice science teachers to be introduced to current techniques, discoveries, and debates in the field of science. The use of personal digital assistants (PDAs) can provide K-12 students with increased opportunities for exploring and learning through scientific investigations. In order for these devices to be successfully integrated into classroom instruction, changes in teaching methodologies must be adopted. This paper presents a model lesson that can be used to guide preservice teachers in the use of PDAs for studying a marine ecosystem. The field experience takes place on the shoreline of Long Island Sound at Stratford Point, in Stratford Connecticut
Using mobile devices to support online collaborative learning
Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.Peer ReviewedPostprint (published version
Using Technology Enabled Qualitative Research to Develop Products for the Social Good, An Overview
This paper discusses the potential benefits of the convergence of three recent trends for the design of socially beneficial products and services: the increasing application of qualitative research techniques in a wide range of disciplines, the rapid mainstreaming of social media and mobile technologies, and the emergence of software as a service. Presented is a scenario facilitating the complex data collection, analysis, storage, and reporting required for the qualitative research recommended for the task of designing relevant solutions to address needs of the underserved. A pilot study is used as a basis for describing the infrastructure and services required to realize this scenario. Implications for innovation of enhanced forms of qualitative research are presented
Dependability and acceptability of handheld computers in school-based data collection
Given the increasing influence of technology and the explosion in data collection demands, the acceptance and assimilation of new paradigms and technologies require today’s educators, researchers, and evaluators to select appropriate tools and apply them effectively. One of these technologies—handheld computers—makes the benefits of computerized data collection more accessible to field-based researchers. Three related studies were conducted to evaluate handheld-based data collection system for use in special education settings and to highlight the acceptability factors to effectively use this emerging technology.
The first study reviewed the recent literature on the dependability and willingness of teachers to adopt handheld data collection systems and emphasized five important factors: (1) perceived ease of use; (2) perceived usefulness; (3) intention to use; (4) dependability; and (5) subjective norms.
The second study discussed the dependability of handheld computers used by special education teachers for collecting self-report data by addressing four dependability attributes: reliability, maintainability, availability, and safety. Data were collected from five sources: (1) self-reports of time use by 19 special education teachers using Pocket PC computers, (2) observations of time use from eight external data collectors, (3) teacher interviews, (4) technical reports prepared by the researcher, and (5) teacher satisfaction. Results indicated that data collection via handheld computers yielded accurate, complete, and timely data, and was appropriate for these four dependability attributes.
The last study investigated teachers’ acceptance of handheld computer use by testing the relationship among five factors that influence intention to use this technology which was based on a modified version of the technology acceptance model using the handheld computer acceptance survey responses from 45 special education teachers. The results showed that intention to use handheld computer was directly affected by the devices’ perceived usefulness and perceived ease of use. The issue of dependability had a direct and indirect statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively.
Overall, three studies demonstrated that handheld computers can be effectively used in the direct observation of behavior in a school environment, without requirements of any settings
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
Testing Tablet Computers in Nursing Education: A Comprehensive Evaluation Framework
Background: Tablet Computers (TCs) and other mobile digital devices are rapidly changing the way we communicate and access information in our personal and professional lives. Scarce research exists regarding their effectiveness in promoting the learning of health professionals. This paper describes the evaluation framework used in a study to test TCs in a post-diploma baccalaureate nursing program in the Gulf Cooperation Council (GCC) state of Qatar.Purpose: The evaluation framework was structured around 10 objectives designed to assess the impact of TC integration into the evidence-based practice (EBP) and reflective practice (RP) components of a scholarship course. Evaluation variables included perceptions of knowledge, confidence, comfort, satisfaction and technical skill before and after the 7-week TC implementation; students’ usage patterns and attitudes about the usefulness of TCs in promoting their learning related to EBP and RP were also examined; in addition, students’ views about the impact of TCs on the learning environment and their engagement in the learning process were sought.Methods: A mixed method descriptive design was used to assess outcomes of interest. Qualitative methods (focus groups, participant observation, field notes and reflective journals) were used to capture subjective perspectives of TC users. Quantitative methods (pre-test/posttest, activity logs and skills labs) were used to assess change in knowledge, attitude and technical proficiency over time.Results: The evaluation framework used to assess process and outcome variables in this study combined structural, philosophical, theoretical, pedagogical and methodological elements. These included the logic model, participatory action, theory-based course concepts, as well as a learning taxonomy involving cognitive, affective and psychomotor competencies.Conclusion: The value of a comprehensive evaluation plan executed in tandem with TC implementation is highlighted
Airborne particulate contamination effect on high voltage breakdowns during tube conditioning
In this research we examine high voltage breakdowns (HVBs) during neutron tube conditioning which has been a problem for decades. In the recent past there has been much debate on whether or not to procure a real-time airborne monitoring system for the commercial production of neutron tubes in order to determine the effect and calculate the impact of airborne particles. The main problem is, such monitoring system is costly, and with the exact causes of HVBs not being fully known, the expense must be justified. The goal of this thesis was to analyze the instrumentation used in airborne particle monitoring in order to assert that the instruments were reliable in obtaining the data needed to make improvements. General reliability studies on the instruments were conducted followed by a quasi-experiment which led to the finding that airborne particulates have a measureable effect on external HVBs. This finding led to an observational study on the production floor which examines internal HVBs. An exploratory analysis of the data obtained was conducted and preliminary results showed that the particles may influence the occurrence of internal HVBs in the tubes. As a result of this research the data justified the need to have a real-time airborne monitoring system in order to conduct further research and funding for the system was granted
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