Reading with new tools: An evaluation of Personal Digital Assistants as tools for reading course materials

Lightweight, palmtop devices such as personal digital assistants (PDAs) can now be used for reading electronic text, opening up their potential as learning tools. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course. The research is grounded in activity theory, which provides a useful framework for examining how the introduction of a new tool changes an existing activity. Student perceptions of the possibilities and constraints of the PDA, as determined by questionnaires and interviews, reveal the impact the new tool had upon reading. The PDA constrained reading with limitations such as the small screen size, new requirements for navigating through the text and awkward methods for taking notes. These conditions made it difficult for students to skim‐read the text, to move back and forth within the document and to interact with the text as easily as they could with paper. Nevertheless, students welcomed the opportunity to have the course materials on a portable, lightweight device that could be used at any time and in any place. This made it easier to fit the reading activity around the various other activities in which students were involved In addition, the PDA was used in conjunction with existing tools, such as the printed version of the course materials and the desktop computer. Therefore, it was not seen to replace paper but rather to extend and complement it. The findings are discussed using concepts from activity theory to interpret how the new tool modified the reading activity

Mobile technologies: prospects for their use in learning in informal science settings

Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings

Virtual Reality in Residential Aged Care: a study of adoption and system complexity.

Virtual Reality (VR) has been increasingly adopted by residential aged care facilities (RACFs) for enriching residents’ experiences. RACFs are sensitive settings with complex sociocultural elements, thus aged care providers might experience challenges when introducing new technologies. This paper presents findings from a descriptive analysis of survey responses exploring the complexity brought about by adopting VR in RACFs. By understanding technology-in-use as socio-technical systems, this study draws on the work of Greenhalgh et al. to understand how the adoption of health-care technologies is influenced by complexity across seven domains: condition, technology, value proposition, adopter(s), organization(s), wider system, and adaptation over time. The paper details the design of a new survey instrument. Results indicate that it is challenging to sustain a VR program within RACFs due to the complexity arising from residents’ conditions and the technology itself, and the complicated challenges involving staff who facilitate VR activities and those who provide training

When Technologies are Not Enough: The Challenges of Digital Interventions to Address Loneliness in Later Life

This article discusses sociotechnical challenges of technology-based interventions to address loneliness in later life. We bring together participatory and multidisciplinary research conducted in Canada and Australia to explore the limits of digital technologies to help tackle loneliness among frail older people (aged 65+). Drawing on three case studies, we focus on instances when technology-based interventions, such as communication apps, were limiting or failed, seeming to enhance rather than lessen loneliness. We also unpack instances where the technologies being considered did not match participants’ social needs and expectations, preventing adoption, use, and the intended outcomes. To better grasp the negative unintended consequences of these technological interventions, we combine a relational sociological approach to loneliness with the Strong Structuration Theory developed by sociologist Rob Stones. This combined lens highlights the connection between sociotechnical factors and their agentic and structural contexts, facilitating a rich understanding of why and when technologies fail and limit.info:eu-repo/semantics/publishedVersio

Adoption of Videoconferencing for Social Connectedness among Older Adults: A Systematic Review

Videoconferencing has been increasingly used for social connectedness in residential aged care (RAC). In sensitive settings such as RAC, it is important that technologies are introduced with careful consideration of people’s needs and experiences with the technology, to ensure that the desired benefits are realised. This paper reviews research evidence about older adults using videoconferencing for social connectedness and issues raised by that use in order to identify strategies RAC providers can adopt to achieve a greater likelihood of sustainability. Fourteen articles were included for in-depth review. Devices featuring videoconferencing in the studies reviewed ranged from tablets to telepresence robots. Most study participants perceived videoconferencing as beneficial for social connectedness. The implementation of videoconferencing in RAC is impacted by differences in sociotechnical systems. This paper contributes key considerations for the future design and implementation of videoconferencing for social connectedness in RAC and opportunities for future work in this area

Making science real:Photo-sharing in biology and chemistry

In this paper, we examine students’ reflections about the value of two photo-sharing activities that were implemented in undergraduate Biology and Chemistry subjects. Both activities aimed, broadly, to provide support for authentic and meaningful learning experiences in undergraduate science. Although the activities were similar – both required students to capture and share images as part of an independent inquiry activity – students in the Biology case study were more positive, overall, than the Chemistry students in their evaluation of the activity. In this paper, we examine the findings from the two case studies in parallel to provide insight into our understanding of meaningful learning in undergraduate science. The results suggest that, for meaningful learning to occur, the learning activity needs to be well aligned with students’ individual learning goals and with the objectives and characteristics of the course. In the two case studies examined in this paper, this alignment was successful for the Biology case study but less successful in the Chemistry case study

The Use of Online Social Networking for Higher Education from An Activity Theory Perspective

Social technologies including blogs, wikis, social bookmarking sites, photo sharing, video sharing and social networking sites (SNS) have been widely used to facilitate online social networking (OSN). We define OSN as a range of activities enabled by online social technologies and operationalised by a group of people. OSN is widely popular for non-educational purposes among students. However, OSN also has the potential to be appropriated and repurposed to support teaching and learning delivery in a formal learning environment. Despite the availability of implementation cases and trials, detailed studies on why and how lecturers and students appropriate and repurpose social technologies for OSN in education are still lacking. In addition, these understandings are seldom guided by any theoretical frameworks. This paper suggests the use of Activity Theory as the theoretical lens in investigating the use of OSN in higher education. A conceptual model of how social technologies can be appropriated and repurposed guided by the theoretical understandings is proposed and discussed

A Systematic Appropriation of Social Technologies for Educational Activities: Empirical Study of Australian Lecturers

The use of Online Social Networking (OSN) for teaching and learning is a phenomenon observed in many countries today. However, how academics use and appropriate social technologies in higher education is still not well understood. In particular, the systematic appropriation processes of the social technologies have not been discussed much in the literature. This paper offers an empirical study concerning the way lecturers appropriate social technologies based on interviews with fourteen lecturers in seven Australian universities. The findings discovered two appropriation approaches, namely systematic-procedural and non-systematic-ad hoc process. There are also two key reasons for using social technologies: as content for the course, and as the core teaching and learning tool. Further, for student learning, the social technologies are used either as a medium for coursework or for supporting informal communication. This research provides new insights into a methodological and systematic appropriation of social technologies from which higher education may benefit from

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students&rsquo; learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies<br /