Angela Usha Ramnarine-Rieks

Collaboration in a Wireless Grid Innovation Testbed by Virtual Consortium

This paper describes the formation of the Wireless Grid Innovation Testbed (WGiT) coordinated by a virtual consortium involving academic and non-academic entities. Syracuse University and Virginia Tech are primary university partners with several other academic, government, and corporate partners. Objectives include: 1) coordinating knowledge sharing, 2) defining key parameters for wireless grids network applications, 3) dynamically connecting wired and wireless devices, content and users, 4) linking to VT-CORNET, Virginia Tech Cognitive Radio Network Testbed, 5) forming ad hoc networks or grids of mobile and fixed devices without a dedicated server, 6) deepening understanding of wireless grid application, device, network, user and market behavior through academic, trade and popular publications including online media, 7) identifying policy that may enable evaluated innovations to enter US and international markets and 8) implementation and evaluation of the international virtual collaborative process.

A Decade of Globally Distributed Collaborative Learning: Lessons Learned from Cross-National Virtual Teams

During crises, relief agency commanders have to make decisions in a complex and uncertain environment, requiring them to continuously adapt to unforeseen environmental changes. In the process of adaptation, the commanders depend on information management systems for information. Yet there are still numerous reports of situations in which commanders had to make decisions based on incomplete, outdated or incorrect information, indicating poor information quality. In many of these situations, poor information quality can be attributed to the information management process incapable of adapting to external (environmental) changes and internal (team) information needs. Using dynamic capability theory and the findings of a case study, this paper presents four principles for information management adaptability: (1) maintain and update team memory, (2) dedicate resources for environmental scanning, (3) maximize the number of alternative information sources and (4) integrate forecasting and back casting methods in the information management process.

Learning through game design: an investigation on the effects in library instruction sessions

The primary purpose of this quasi experimental pre and post test study is to examine whether the use of game design would have an impact on content learning, understanding and retention of knowledge, in information literacy classes. In this study game design activity was incorporated into undergraduate information literacy classes. Scratch, a Massachusetts Institute of Technology (MIT) developed software was used to facilitate game design. The pre-test was used to establish a baseline measure for comparison with the post-test measure, with the comparison indicating effectiveness of the dependent variable. Video recordings and artifacts were gathered to obtain richer data of the experience. Researchers agree that there is a lack of empirically-grounded frameworks for integrating gaming activities into classrooms. This study has the potential of creating new knowledge about game design specific to higher education and libraries.

Learning by game design: exploring its potential in undergraduate information literacy instruction

This study explores the use of game design and its impact on content learning, understanding and retention of knowledge, in information literacy classes. Information literacy (IL) concept is considered critical in a growing number of social and academic contexts. Despite the importance of IL many learners still have little idea how to evaluate information for relevance, accuracy or authority and are generally uncritical about messages offered to them through online media. The discourse on the use of games as a platform for library orientations and instruction is increasingly addressed in the current practitioner oriented literature. However, very few learning programs offer the design component. This quasi-experimental study uses a pre-test/post-test design. The sample is a non-probability convenience sample of undergraduate students. Findings show that students were able to design functional games using various game design characteristics. This study has the potential of creating new knowledge about the incorporation of learning by game design specific to higher education and libraries.