Data collection methods for task-based information access in molecular medicine

An important area of improving access to health information is the study of task-based information access in the health domain. This is a significant challenge towards developing focused information retrieval (IR) systems. Due to the complexities of this context, its study requires multiple and often tedious means of data collection, which yields a lot of data for analysis, but also allows triangulation so as to increase the reliability of the findings. In addition to traditional means of data collection, such as questionnaires, interviews and observation, there are novel opportunities provided by lifelogging technologies such as the SenseCam. Together they yield an understanding of information needs, the sources used, and their access strategies. The present paper examines the strengths and weaknesses of the traditional and the more novel means of data collection and addresses the challenges in their application in molecular medicine, which intensively uses digital information sources

Teacher interventions in students’ collaborative work in a technology-rich educational makerspace

This study reports on an investigation of teacher interventions in students' collaborative work in an educational makerspace. We draw on a qualitative analysis of video data on teacher-student interaction derived from 94 students (aged 9-12) and their teachers in a Finnish school. The results show that the teacher interventions were both student- and teacher-initiated. Three leading teacher intervention strategies were identified, namely authoritative, orchestrating and unleashing which emerged in teacher-student interactions dealing with conceptual, procedural, technological, behavioural and motivational issues. The study demonstrates the demands makerspaces pose for teacher-student interaction, and how moving from authoritative to collaborative interaction requires collective efforts and cultural change.Peer reviewe

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

“My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education

This chapter discusses the opportunities and challenges associated with the inclusive use of digital portfolios in pedagogical documentation in Finnish early childhood education (ECE), and examines children’s participation and agency in the process. The chapter draws upon empirical data from the research and development programme of three Finnish municipalities and their ECE centres. Altogether, the empirical data comprise the digital portfolios of 71 children from six ECE groups each comprising of children aged 3 to 5 years old. This writing demonstrates how the construction of digital portfolios in these ECE groups produced a dynamic tension between the adults’ and children’s agency; between digital archiving and narrative documentation of the children’s lived experiences; and between documentation and reflection. The results also indicate how digital portfolios created inequality among the children regarding the ways in which the children were seen and heard in their portfolios, and how they were able to participate and demonstrate agency in this process. The chapter concludes by considering the conditions of participatory work in ECE classrooms in which the child’s agency. matters.Peer reviewe

Sociomaterial movements of students' engagement in a school's makerspace

This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video recordings of 9-12-year-old students' (N = 94) engagement in a technology-rich makerspace in a Finnish elementary school. The video data were transcribed and analyzed qualitatively using a multimodal interaction analysis. The sociomaterial movements were found to be displayed across a tension-laden continuum between (1) procedural activity-analysis and reflection; (2) individual activity-collaboration; (3) "doing school"-empowerment; and d) alienation-identification. Together, the study offers a potential approach for investigating and understanding the often overlooked workings of sociomateriality that constitutes students' emergent engagement and learning opportunities in science, technology, engineering and mathematics (STEAM) learning contexts.Peer reviewe

Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building

This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.Peer reviewe

Factors Affecting European Farmers’Participation in Biodiversity Policies

This article reports the major findings from an interdisciplinary research project that synthesises key insights into farmers’ willingness and ability to co-operate with biodiversity policies. The results of the study are based on an assessment of about 160 publications and research reports from six EU member states and from international comparative research.We developed a conceptual framework to systematically review the existent literature relevant for our purposes. This framework provides a common structure for analysing farmers’ perspectives regarding the introduction into farming practices of measures relevant to biodiversity. The analysis is coupled and contrasted with a survey of experts. The results presented above suggest that it is important to view support for practices oriented towards biodiversity protection not in a static sense – as a situation determined by one or several influencing factors – but rather as a process marked by interaction. Financial compensation and incentives function as a necessary, though clearly not sufficient condition in this process

ALONE: A Dataset for Toxic Behavior among Adolescents on Twitter

The convenience of social media has also enabled its misuse, potentially resulting in toxic behavior. Nearly 66% of internet users have observed online harassment, and 41% claim personal experience, with 18% facing severe forms of online harassment. This toxic communication has a significant impact on the well-being of young individuals, affecting mental health and, in some cases, resulting in suicide. These communications exhibit complex linguistic and contextual characteristics, making recognition of such narratives challenging. In this paper, we provide a multimodal dataset of toxic social media interactions between confirmed high school students, called ALONE (AdoLescents ON twittEr), along with descriptive explanation. Each instance of interaction includes tweets, images, emoji and related metadata. Our observations show that individual tweets do not provide sufficient evidence for toxic behavior, and meaningful use of context in interactions can enable highlighting or exonerating tweets with purported toxicity.Comment: Accepted: Social Informatics 202