The Lean Cuisine+ notation revised

The Lean Cuisine+ notation was developed by Chris Phillips (1995) as an executable semi-formal graphical notation for describing the underlying behaviour of event-based direct manipulation interfaces. Lean Cuisine+ builds on the original Lean Cuisine notation introduced in Apperley & Spence (1989). During the construction of a CASE tool for the notation, as well as further research into the use of the Lean Cuisine+ notation, various changes have been made and the revised notation is presented here. The format and much of the content of this document follows that of Appendix C of Phillips (1993) in order to easily distinguish between the earlier and later versions of the notation

Understanding Learning Outcome Divide in the Learning Process from a Teachers Perspective: A BYOD Case Study

Technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of ICT enabled education further questions have been raised in terms of equity of information literacy and learning outcomes. For the last three years, we have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, we have explored how the information literacy, computer self-efficacy and nature of technology usage are transforming school and classroom curriculum practices. Our analysis reveals changes in boundaries between formal and informal learning spaces with one-to-one devices providing the link between school and home, teachers being transformed to facilitators as students take more ownership of their own learning and how technology is shaping classroom activities which further influence learning outcomes which are known to result in digital outcome divides

Moving beyond access and skills: Transformation in teaching and learning in a BYOD case

Over the last five years, we conducted a longitudinal study to investigate a ‘bring your own device’ (BYOD) initiative by a New Zealand School to integrate one to one digital learning devices into their learning process. Prior research from past projects has revealed adoption of ICTs give rise to three stages of digital divides in society, namely, digital access (i.e., equity in access/ownership of digital learning technologies among learners), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression). This study shares insights on how existing and new digital divides have evolved in BYOD classrooms with the increased penetration of digital technologies into teaching spaces and the wide usage of technologies by students both in and out of school by the BYOD initiative. Following the same path as the three level digital divide framework, we investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital devices and information, despite initial results indicating towards a potentially digitally divided classroom. Second, our analysis strongly indicated the presence of gaps in terms of information literacy and critical thinking ability, which was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner-self efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to shape their learning outcomes

Gendered objectification of weight stigma in social media: a mixed method analysis

Rising popularity of social media platforms has led to many online exchanges on emergent topics by citizens globally. The growth in obesity rates worldwide has fuelled ongoing obesity-related discussions over social media. This study investigates the existence of weight stigma targeted towards different genders in online discussions. Using a mixed method analysis approach, we examined sentiments and word co-occurrences associated with weight stigma from the data corpus captured from Twitter and YouTube. Using the objectification theory as the underlying theory to examine the experiential consequences, our study reveals many sentiments over online discourses and reports significant gender-based differences in the stigmatising content, with more intensity in negative emotions targeting female objectification than males. This study bridges data mining and social construction studies with embedded analytics to share new insights on human behaviours that can help extend our understanding of sentiments that lead to male and female objectification

Understanding Learning Outcome Divide in the Learning Process from a Teachers Perspective: A BYOD Case Study

Abstract: Technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of ICT enabled education further questions have been raised in terms of equity of information literacy and learning outcomes. For the last four years, we have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In earlier research we explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely digital access, digital capability and digital outcome. The earlier result sheds light on key issues affecting the learning process to contextualize factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. In this paper, we extend our analysis on how the key constructs (digital/information literacy, computer self-efficacy and nature of technology usage) are transforming school and classroom curriculum practices. Our analysis reveals changes in boundaries between formal and informal learning spaces with one-to-one devices providing the link between school and home, teachers being transformed to facilitators as students take more ownership of their own learning and how technology is shaping classroom activities which further influence learning outcomes which are known to result in digital outcome divides

A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Bring Your Own Devices (BYOD) classrooms is the latest addition to the ongoing quest for transforming pedagogical practices and driving educational development outcomes. Governments and policymakers around the world are embracing the idea of integrating digital learning technologies into educational settings backed by research on the benefits offered like the lifelong development of individual learners. While technological interventions open up unlimited possibilities for accessing information and improving collaboration, thereby engaging learners with more interactive learning activities, a new type of gap between individuals could also take shape as the penetration of technologies and adoption stages advance. Results from past projects of similar nature within educational settings have indicated the possible rise in the gap among individuals based on digital access (i.e., equity in access/ownership of digital learning technologies), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression). Therefore, we have conducted a longitudinal study to investigate a BYOD initiative by a New Zealand School.  This study shares rich insights in the context of technology-mediated pedagogies and specifically BYOD classroom, as to how digital divides moved beyond access and skills to ensure inclusive learning outcomes. As a part of the five-year study of the technology-mediated teaching and learning initiative, we have been able to explain some of the unanswered questions around the issue of digital divides in the learning process. We investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital tools and technologies, despite earlier studies indicating towards increase in gaps. Second, our analysis strongly indicated the changing nature of digital divides with the presence of gaps in terms of information literacy and critical thinking ability, as the BYOD classroom progressed to mature stage. This was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to achieve learning outcomes

A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Bring Your Own Devices (BYOD) classrooms is the latest addition to the ongoing quest for transforming pedagogical practices and driving educational development outcomes. Governments and policymakers around the world are embracing the idea of integrating digital learning technologies into educational settings backed by research on the benefits offered like the lifelong development of individual learners. While technological interventions open up unlimited possibilities for accessing information and improving collaboration, thereby engaging learners with more interactive learning activities, a new type of gap between individuals could also take shape as the penetration of technologies and adoption stages advance. Results from past projects of similar nature within educational settings have indicated the possible rise in the gap among individuals based on digital access (i.e., equity in access/ownership of digital learning technologies), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression).Therefore, we have conducted a longitudinal study to investigate a BYOD initiative by a New Zealand School.  This study shares rich insights in the context of technology-mediated pedagogies and specifically BYOD classroom, as to how digital divides moved beyond access and skills to ensure inclusive learning outcomes. As a part of the five-year study of the technology-mediated teaching and learning initiative, we have been able to explain some of the unanswered questions around the issue of digital divides in the learning process. We investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital tools and technologies, despite earlier studies indicating towards increase in gaps. Second, our analysis strongly indicated the changing nature of digital divides with the presence of gaps in terms of information literacy and critical thinking ability, as the BYOD classroom progressed to mature stage. This was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual’s learning activities affecting how learners engage and apply technology to achieve learning outcomes