Using wikis for online group projects: student and tutor perspectives

This paper presents a study of the use of wikis to support online group projects in two courses at the UK Open University. The research aimed to investigate the effectiveness of a wiki in supporting (i) student collaboration and (ii) tutors’ marking of the students’ collaborative work. The paper uses the main factors previously identified by the technology acceptance model (TAM) as a starting point to examine and discuss the experiences of these two very different user groups: students and tutors. Data was gathered from students via a survey and from tutors via a range of methods. The findings suggest that, when used in tandem with an online forum, the wiki was a valuable tool for groups of students developing a shared resource. As previous studies using the TAM have shown, usefulness and ease of use were both important to students’ acceptance of the wiki. However, the use of a wiki in this context was less well-received by tutors, because it led to an increase in their workload in assessing the quality of students’ collaborative processes. It was possible to reduce the tutor workload by introducing a greater degree of structure in the students’ tasks. We conclude that when introducing collaborative technologies to support assessed group projects, the perceptions and needs of both students and tutors should be carefully considered

Social networking and open educational resources: updating quality assurance for e-learning excellence

Quality assurance approaches in higher education are well-established, but it is important to develop methods which are applicable to the domain of e-learning. The E-xcellence methodology (EADTU, 2009a) was therefore designed to assess the quality of e-learning in distance learning and blended learning contexts. The methodology is based around a set of benchmarks, supported by a practitioner handbook and a web-based ‘QuickScan’ self-evaluation tool. Experience shows that the E-xcellence methodology is particularly valuable for the process of improvement through collaborative internal review. E-learning has evolved since the E-xcellence methodology was first developed. In particular, there is increasing awareness and use of open education resources (OERs) and social networking. However, these aspects were not explicit in the original E-xcellence resources. The E-xcellence Next project was therefore established to update the resources, incorporating these developments. To begin this process, a consultation was carried out among E-xcellence Next project members, followed by a participatory workshop on the themes of social networking and OERs. The E-xcellence resources were also used in a series of self-evaluation seminars held at European higher education institutions. Experience and feedback from these activities has been used to update the manual, the benchmarks and the QuickScan tool. The result is a set of quality assurance resources which encompass social networking, OERs and other recent developments in e-learning

Making it work: a workforce guide for disability service providers

This guide provides strategies for disability service providers to draw upon when creating and sustaining a workforce of support workers to meet the aims of DisabilityCare Australia and implement the National Disability Insurance Scheme Act 2013. In particular, the Guide is designed to assist providers develop a workforce strategy that will enable support workers to: i)    support the independence and social and economic participation of people with disability ii)    provide reasonable and necessary supports, and iii)    enable people with disability to exercise choice and control in the pursuit of their goals and the planning and delivery of their supports. The essence of DisabilityCare Australia is to be supportive, responsive, flexible and creative. This Guide offers a wealth of ideas and practical suggestions without being prescriptive. It includes ideas relating directly to support workers as well as to their interactions with service users and their employing service provider, and there are varying cost implications. The Guide does not attempt to provide one integrated workforce management strategy. Instead, it is intended that providers will take away ideas to develop their own unique workforce strategy relevant to their environment and provider type. The aim of this guide is to contribute to the development of enthusiastic, competent and satisfied workers who will embrace the aims of DisabilityCare Australia and provide excellent support to people with disability. The Guide is organised around the following themes: Communication Organisational culture, values and expectations Recruitment Flexible, responsive and creative work Training, mentoring and support Recognition and incentives Career Pathways Authors: Dr Carmel Laragy, RMIT University Associate Professor Paul Ramcharan, RMIT University Associate Professor Karen Fisher, Social Policy Research Centre, University of NSW Karen McCraw, CEO, Karden Disability Support Foundation Robbi Williams, CEO, Purple Orange (Julia Farr Foundation

Are we predisposed to behave securely? Influence of risk disposition on individual security behaviors

Employees continue to be the weak link in organizational security management and efforts to improve the security of employee behaviors have not been as effective as hoped. Researchers contend that security-related decision making is primarily based on risk perception. There is also a belief that, if changed, this could improve security-related compliance. The extant research has primarily focused on applying theories that assume rational decision making e.g. protection motivation and deterrence theories. This work presumes we can influence employees towards compliance with information security policies and by means of fear appeals and threatened sanctions. However, it is now becoming clear that security-related decision making is complex and nuanced, not a simple carrot- and stick-related situation. Dispositional and situational factors interact and interplay to influence security decisions. In this paper, we present a model that positions psychological disposition of individuals in terms of risk tolerance vs. risk aversion and proposes research to explore how this factor influences security behaviors. We propose a model that acknowledges the impact of employees' individual dispositional risk propensity as well as their situational risk perceptions on security-related decisions. It is crucial to understand this decision-making phenomenon as a foundation for designing effective interventions to reduce such risk taking. We conclude by offering suggestions for further research.</p