Developing professional recognition of systems thinking in practice: an interim report

The interim report on developing a competency framework for systems thinking in practice (STiP) provides a step towards possibly developing professional recognition of STiP. The report provides feedback to initial co-respondents involved with phase 1 of this wider inquiry, and provides a platform to a wider audience for initiating a second phase of the inquiry. The phase 1 study had the following objectives: 1. To scope relevant examples of work aimed at giving professional recognition to systems thinking 2. To capture some perspectives on the challenges and opportunities facing the task of giving profession recognition to systems thinking. Phase 2 of the wider inquiry aims to firstly consolidate the findings from phase 1 but also to focus more on moves towards collaborative modelling of a STiP competency framework. The research is carried out by members of the Applied Systems Thinking in Practice (ASTiP) Group at The Open University (UK) with funding from OU eSTEeM (OU Centre for STEM Pedagogy). The research team for phase 1 comprised of Rupesh Shah (Associate Lecturer), who carried out the core research activities, in collaboration with Martin Reynolds (Senior Lecturer) who is overseeing both phases of the wider inquiry, including support for reporting on research outcomes. The findings reported in sections 4, 5 and 6 remain largely unrefined and in sketch (bullet) form at this interim stage of reporting. The interim report comprises a brief background to the wider inquiry before outlining the approach taken to the phase 1 study. The findings are reported in relation to each of the two study objectives. Three themes arising from the study as identified by Rupesh are then discussed. Finally, some concluding ideas are presented for taking forward the outcomes from this study towards a second phase of the inquiry

Introducing Real Time Communication: Frames, Modes & Rules

The paper reports on the implementation of Lotus® Sametime® in a large financial services company. The paper uses the distinction of application and infrastructure view to elaborate on distinct modes of RTC use. Moreover, it provides a classification of managerial tasks and responsibilities and reflects on the balancing act of the managerial dictum and space for experimentation and organizational learning. The case highlights organizational design choices as well as managerial challenges. It provides rich insights into the processes of organizational embedding and rule setting, complemented by individual appropriation and self-organization on a group level. Processes of managerial and organizational alignment unfold against the backdrop of the dynamics of implementation

Architecture and Remote Interaction Techniques for Digital Media Exchange across 3G Mobile Devices

For users away from the office or home, there is an increasing demand for mobile solutions that offer effective collaborative facilities on the move. The mobile cellular device, or “smart phone”, can offer a ubiquitous platform to deliver such services, provided that its many physical and technological constraints can be overcome. In an effort to better support mobile collaboration, this thesis presents a contributing Mobile Exchange Architecture (MEA) designed to improve upon the capabilities provided by mobile devices to enable synchronous exchange of digital media during a phone conversation using wireless networks and cellular devices. This research includes the design and development of one such MEA in the form of a fully functional Photo-conferencing service, supporting shared remote interaction techniques, simultaneous voice communication and seamless digital media exchange between remote and collocated mobile users. Furthermore, through systematic design, experimental evaluations and field studies we evaluate the effects of different shared remote interaction techniques – 'pointing', 'scaling', 'mixed' and 'hybrid' – assessing the task effort required by users when interacting around shared images across resource constrained mobile devices. This thesis presents a direction for the future development of technologies and methods to enable a new era of scalable always-to-hand mobile collaborative environments.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The webcam and student engagement in synchronous online learning: visually or verbally?

Given that video conferencing serves as a crucial means for remote teaching, the current study investigated higher education students’ (non)use of webcams and engagement in synchronous online courses. Three phases were studied: (1) A state of engagement; (2) antecedents that influence it; and (3) consequences of engagement. The cross-sectional online survey encompassed 3,610 students. Results indicated that visual and verbal engagement were only slightly related to each other. Structural equation modelling revealed different direct and indirect influences on either visual or verbal engagement in synchronous online higher education courses. Due to the novelty of the research scope, results of this study provide a foundation for further investigation

Towards an objective approach to the evaluation of videoconferencing

The evaluation of learning environments incorporating videoconference technology have too often relied exclusively on subjective data gathering methods. The use of these methods can cast doubt on the reliability of findings, and therefore it is important that a more objective approach can be adopted. The development and application of a new content analysis scheme is presented. It draws on the merits of previous schemes but focuses on factors which contribute to the quality of learning support by using category types readily identified within a videoconference tutorial environment. The strength of this objective approach is that data can be collected in a transparent manner within a representative educational environment. Observations arising from applying the scheme are given. Despite an element of subjectivity, the proposed scheme is thought to provide a useful tool capable of identifying the educational impact of variations within a videoconference learning environment

Virtual workplaces : when metaphors breakdown

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1998.Includes bibliographical references (leaves 79-81).Our model of work is shaped by the places we choose to work and the tools we choose to work with. As we introduce new technologies and build new environments our model is changing. Today's virtual workplaces are grounded in models of work that have been reformed from our experiences using current technology in physical workspace. However we are discovering opportunities and possibilities for work in collaborative, virtual environments that question physical models. Emerging patterns of distributed collaboration in persistent virtual environments are changing the way we work in time and space, recasting our notion of workplace. Virtual workplaces are interpreted and experienced through metaphors that describe a space of potential for work occurrences. Through the lens of metaphors, this research focuses on breakdowns between collaborative work and the environment in which work occurs. If what we understand and predict is based on what we already know, then by examining the breakdowns between design and use of collaborative environments we can illuminate the space of possibilities for collaborative work.by Thomas W.I. Gallemore.M.S

Application of Information and Communication Technology (ICT) in Administration of Physical Education and Sports

The paper focused on application of information and communication technology (ICT) in the administration of physical education and sports. Information and communication technology was seen on the convergence of audio-visual and telephone networks with computer networks which covers any product that will store, retrieve, manipulate, transmit and receive digital information. This facility was shown to be very useful in the administration of physical education and sports. The device enhances communication of information in the administration of physical education and sports. It also enhances experience in dance and dance education, and provides feedback that make teachers evaluate success in the programme and make students work harder. The paper saw ICT hardware and software as veritable tool for teaching physical education and simplifying data collection and analysis. The paper concluded that ICT represents one of the most useful tools for enhancing the decoding of physical education and sports curriculum if used correctly, and therefore recommended that proper practical ICT training should be provided for physical education teachers and student in schools and colleges by the ministry of science and education. Keywords: Physical Education, Computer, ICT and Sports DOI: 10.7176/JEP/10-24-01 Publication date: August 31st 201

Video Conferencing: Infrastructures, Practices, Aesthetics

The COVID-19 pandemic has reorganized existing methods of exchange, turning comparatively marginal technologies into the new normal. Multipoint videoconferencing in particular has become a favored means for web-based forms of remote communication and collaboration without physical copresence. Taking the recent mainstreaming of videoconferencing as its point of departure, this anthology examines the complex mediality of this new form of social interaction. Connecting theoretical reflection with material case studies, the contributors question practices, politics and aesthetics of videoconferencing and the specific meanings it acquires in different historical, cultural and social contexts

TagAlong: Informal Learning from a Remote Companion with Mobile Perspective Sharing

Questions often arise spontaneously in a curious mind, due to an observation about a new or unknown environment. When an expert is right there, prepared to engage in dialog, this curiosity can be harnessed and converted into highly effective, intrinsically motivated learning. This paper investigates how this kind of situated informal learning can be realized in real-world settings with wearable technologies and the support of a remote learning companion. In particular, we seek to understand how the use of different multimedia communication mediums impacts the quality of the interaction with a remote teacher, and how these remote interactions compare with face-to-face, co-present learning. A prototype system called TagAlong was developed with attention to features that facilitate dialog based on the visual environment. It was developed to work robustly in the wild, depending only on widely-available components and infrastructure. A pilot study was performed to learn about what characteristics are most important for successful interactions, as a basis for further system development and a future full-scale study. We conclude that it is critical for system design to be informed by (i) an analysis of the attentional burdens imposed by the system on both wearer and companion and (ii) a knowledge of the strengths and weaknesses of co-present learning.Google Inc. Faculty Research Awar