E-Voting in an ubicomp world: trust, privacy, and social implications

The advances made in technology have unchained the user from the desktop into interactions where access is anywhere, anytime. In addition, the introduction of ubiquitous computing (ubicomp) will see further changes in how we interact with technology and also socially. Ubicomp evokes a near future in which humans will be surrounded by “always-on,” unobtrusive, interconnected intelligent objects where information is exchanged seamlessly. This seamless exchange of information has vast social implications, in particular the protection and management of personal information. This research project investigates the concepts of trust and privacy issues specifically related to the exchange of e-voting information when using a ubicomp type system

Visualization and analysis of frames in collections of messages: Content analysis and the measurement of meaning.

A step-by-step introduction is provided on how to generate a semantic map from a collection of messages (full texts, paragraphs, or statements) using freely available software and/or SPSS for the relevant statistics and the visualization. The techniques are discussed in the various theoretical contexts of (i) linguistics (e.g., Latent Semantic Analysis), (ii) sociocybernetics and social systems theory (e.g., the communication of meaning), and (iii) communication studies (e.g., framing and agenda-setting). The authors distinguish between the communication of information in the network space (social network analysis) and the communication of meaning in the vector space. The vector space can be considered a generated as an architecture by the network of relations in the network space; words are then not only related, but also positioned. These positions are expected rather than observed, and therefore one can communicate meaning. Knowledge can be generated when these meanings can recursively be communicated and therefore also further codified

Millennials' attitudes toward IT consumerization in the workplace

Millennials entering the workforce ignore the risks of using privately owned devices on the job

Using the Phoebe pedagogic planner to enhance student learning and engagement in undergraduate psychology courses

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p.1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning