The Kiosk Culture: Reconciling The Performance Support Paradox In The Postmodern Age Of Machines

Do you remember the first time you used an Automatic Teller Machine (ATM)? Or a pay-at-the-pump gas station? Or an airline e-ticket kiosk? How did you know what to do? Although you never received any formal instruction in how to interact with the self-service technology, you were likely able to accomplish your task (e.g., withdrawing or depositing money) as successfully as an experienced user. However, not so long ago, to accomplish that same task, you needed the direct mediation of a service professional who had been trained how to use the required complex technology. What has changed? In short, the technology is now able to compensate for the average consumer\u27s lack of experience with the transactional system. The technology itself bridges the performance gap, allowing a novice to accomplish the same task as an experienced professional. This shift to a self-service paradigm is completely changing the dynamics of the consumer relationship with the capitalist enterprise, resulting in what is rapidly becoming the default consumer interface of the postmodern era. The recognition that the entire performance support apparatus now revolves around the end user/consumer rather than the employee represents a tectonic shift in the workforce training industry. What emerges is a homogenized consumer culture enabled by self-service technologies--a kiosk culture. No longer is the ability to interact with complex technology confined to a privileged workforce minority who has access to expensive and time-consuming training. The growth of the kiosk culture is being driven equally by business financial pressures, consumer demand for more efficient transactions, and the improved sophistication of compensatory technology that allows a novice to perform a task with the same competence as an expert. The Kiosk Culture examines all aspects of self-service technology and its ascendancy. Beyond the milieu of business, the kiosk culture is also infiltrating all corners of society, including medicine, athletics, and the arts, forcing us to re-examine our definitions of knowledge, skills, performance, and even humanity. The current ubiquity of self-service technology has already impacted our society and will continue to do so as we ride the rising tide of the kiosk culture

What Do You See in this Picture?: Bias and Reflexivity in Physician Narratives of Disparities

Disparities in healthcare stem from historical, social, institutional, and interpersonal factors--all of which can manifest at the level of the clinical encounter. A growing body of research has addressed implicit bias and, more specifically, the implicit bias involved in aversive racism as a mediator of disparate care. While recent studies have suggested links between disparate treatment and implicit bias, little direct evidence exists for how implicit bias may effect disparate care. Qualitative research on physician understanding of processes by which implicit bias translates into disparate care can help fill this gap and identify areas for further research. This study conducted secondary analysis of physician narratives discussing health disparities using thematic analysis to focus on narratives addressing bias and striving for reflexivity. Thematic analysis yielded three distinct themes for bias: paternalism, involving assumptions about patient lack of capacity and agency to engage in discussions around treatment and treatment itself; preferential connection, involving preferential attitudes toward members of one\u27s identified group that come at a cost to others who are not treated so preferentially when physician time and focused attention are in effect rationed commodities; and social prototypes, involving the creation of medical prototypes contaminated by information from devaluing social stereotypes. Physician narratives of reflexivity revealed struggles to identify bias, and strategies for self-awareness and accountability to minimize distortion of patient care. Themes for reflexivity described processes that physicians identified to: encounter and counter bias by becoming aware, via attentiveness to one\u27s own subjectivity, of the ways in which bias can operate and also the ways in which one can search for evidence within one\u27s own experience to counter bias; and connect to and with difference by seeking better understanding of a patient\u27s unique subjectivity, equalizing knowledge and power in the medical encounter, and seeking opportunities to serve diverse and marginalized patients as a positive source of knowledge and professional identity. This study substantiates both the presence of and the need to address physician bias, and suggests links to emerging research on social cognitive strategies for countering physician bias

Your Course to College, August 2022

You’ve probably heard this question since you first learned to talk: “What do want to be when you grow up?” Maybe you’ve known the answer for years, or maybe you’re still figuring it out. If the answer isn’t apparent to you, try asking a different question: “What problem do you want to solve?” That’s the question that has inspired inventors, entrepreneurs, and leaders, and it can help you find your passion

Chapter 1 : Learning Online

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Does an Intervention Designed to Improve Self-management, Social Support and Awareness of Palliative-care Address Needs of Persons with Heart Failure, Family Caregivers and Clinicians?

Aims and Objectives To conduct a formative evaluation of the iPad‐Enhanced Shared Care Intervention for Partners (iSCIP) among persons with heart failure (HF), family caregivers and clinicians. Together, persons with HF and family caregivers are referred to as partners. Background There is growing awareness of the caregiver\u27s contributions to HF self‐management, social support and reciprocal benefits of interventions that involve both partners. The iSCIP engages both partners in a six‐session psychosocial intervention to address three preventable causes of poor outcomes in a HF population: poor self‐management skills, inadequate social support and underutilisation of palliative care. An iPad app is used to organise the intervention. The goals of the iSCIP are to engage partners in HF self‐management, communication about the HF patient\u27s care values and preferences, and future planning. Design A qualitative focus group design was used. Methods Seven clinicians and eight partners participated in focus groups to explore their experiences, needs and reaction to the iSCIP content and technologies employed. Open‐ended questions and closed‐ended surveys were used to collect data. Deductive content analysis was used to analyse the qualitative data. NVivo software was used for qualitative data analysis. Bayesian statistical models were used to analyse numeric data. Results The iSCIP met partners’ and clinicians’ needs to improve self‐management, communicate about care values and preferences and plan for the future. Quantitative analysis of numeric data supported our qualitative findings, in that both groups rated the intervention components useful to very useful. Implications for practice These findings add to the growing evidence of the feasibility and acceptability of programs that address care values and preferences, and care planning. The iSCIP can be used as a guide for developing interventions and software applications, which involve both partners in care and palliative‐care discussions

An exploration of the potential of Automatic Speech Recognition to assist and enable receptive communication in higher education

The potential use of Automatic Speech Recognition to assist receptive communication is explored. The opportunities and challenges that this technology presents students and staff to provide captioning of speech online or in classrooms for deaf or hard of hearing students and assist blind, visually impaired or dyslexic learners to read and search learning material more readily by augmenting synthetic speech with natural recorded real speech is also discussed and evaluated. The automatic provision of online lecture notes, synchronised with speech, enables staff and students to focus on learning and teaching issues, while also benefiting learners unable to attend the lecture or who find it difficult or impossible to take notes at the same time as listening, watching and thinking

Alter ego, state of the art on user profiling: an overview of the most relevant organisational and behavioural aspects regarding User Profiling.

This report gives an overview of the most relevant organisational and\ud behavioural aspects regarding user profiling. It discusses not only the\ud most important aims of user profiling from both an organisation’s as\ud well as a user’s perspective, it will also discuss organisational motives\ud and barriers for user profiling and the most important conditions for\ud the success of user profiling. Finally recommendations are made and\ud suggestions for further research are given

Enhanced Search for Educational Resources - A Perspective and a Prototype from ccLearn

Users of search tools who seek educational materials on the Internet are typically presented with either a web-scale search (e.g., Google or Yahoo) or a specialized, site-specific tool. The specialized search tools often rely upon custom data fields, such as user-entered ratings, to provide additional value. As currently designed, these systems are generally too labor intensive to manage and scale up beyond a single site or set of resources.However, custom (or structured) data of some form is necessary if search outcomes foreducational materials are to be improved. For example, design criteria and evaluative metrics are crucial attributes for educational resources, and these currently require human labeling and verification. Thus, one challenge is to design a search tool that capitalizes on available structured data (also called metadata) but is not crippled if the data are missing. This information should be amenable to repurposing by anyone, which means that it must be archived in a manner that can be discovered and leveraged easily.In this paper, we describe the extent to which DiscoverEd, a prototype developed by ccLearn, meets the design challenge of a scalable, enhanced search platform for educational resources. We then explore some of the key challenges regarding enhanced search for topic-specific Internet resources generally. We conclude by illustrating some possible future developments and third-party enhancements to the DiscoverEd prototype