Jenny Waycott

Implementing Web 2.0 technologies in higher education: A collective case study

Web 2.0 technologies are becoming more popular in the everyday lives of students. As a result, teachers and designers have begun to explore their use in formal education. This paper presents evaluation findings from a collective case study of six Web 2.0 implementations in Australian higher education. The research was undertaken as part of a larger study that sought to understand how todays students use information and communication technologies to support their learning. Conducted across three universities, the research included a range of disciplines, class sizes and year levels. A common evaluation strategy was used in order to collect comparable data from which commonalities and differences could be identified. This paper provides an overview of the study, describes the methodology used, summarises the implementation experiences of staff and students involved and presents the key findings. The results suggest that most students had little prior experience with relevant technologies and that many struggled to see the value of using Web 2.0 technologies for learning and teaching, both of which have important implications for the design of appropriate learning tasks. While the argument can be made for improving the design through better task-technology alignment, this study also highlights inherent tensions between Web 2.0 and educational practices.

Beyond natives and immigrants: exploring types of net generation students

Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi-square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio-economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.

Towards a task model for mobile learning: a dialectical approach

Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method. This analysis synthesises relevant theoretical approaches. We then examine two field studies, which feed into the development of the task model.

PDAs as lifelong learning tools: an activity theory based analysis

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.

Ethics in Evaluating a Sociotechnical Intervention With Socially Isolated Older Adults

The purpose of this article is to consider how ethical principles can inform the effective design and implementation of technology-based interventions that aim to promote the well-being of socially isolated older adults. We evaluated a new iPad application with small groups of older adults. In this article, we reflect on the ethical issues encountered at each stage of the research process. Drawing on the ethical principles of beneficence, research merit and integrity, justice, and respect, we identify key issues to consider in the future design and implementation of social isolation interventions that use new technologies. Key issues include (a) providing sufficient support to facilitate ongoing social interactions, (b) managing older adults’ expectations, (c) providing encouragement without coercion, and (d) responding to individual needs. We conclude that it is important to report on ethical challenges incurred when evaluating social isolation interventions to inform future research in this important area.

Ethical Encounters in HCI: Research in Sensitive Settings

With HCI researchers conducting studies in increasingly sensitive and difficult settings, ethics is emerging as a key concern for the HCI community. New technologies are now being designed and evaluated in settings that involve vulnerable or marginalized participants and that can be emotionally challenging for researchers. Research in these settings can produce complex ethical dilemmas that are often emergent, diverse, and highly contextualized. In addition, there may be discrepancies between the realities of HCI fieldwork and the formal and often rigid processes of obtaining ethics approval in research institutions. Given these issues, it is important for researchers to communally reflect on ethical encounters in HCI research. This workshop will provide a forum for researchers to share experiences about ethical challenges they have faced. These discussions will be used to develop a handbook of practical lessons representing the breadth and depth of ethical issues emerging in HCI research in sensitive settings.

Beyond YouTube: Sharing Personal Digital Stories on a Community Display

Video-sharing sites such as YouTube and Vimeo have been used to share videos that describe difficult life experiences, and provide a forum for people living with adversity to express themselves and connect with others. This may not benefit those who require support in building local connections, however, as audiences are unknown and may not be supportive of content. In this paper we present findings from a project that investigated how creating and sharing digital stories in local community settings could help build a sense of connection for those who are housebound and unable to participate in community activities. This paper outlines two interlinked studies. Study One describes an analysis of online videos shared by housebound people. This informed Study Two, which involved creating digital stories with participants, and developing an interactive display to share the stories at a local community event. This paper contributes insights into the opportunities and challenges of using a community display for sharing personal digital stories.

Ethical Encounters in Human-Computer Interaction

In the HCI community, there is growing recognition that a reflective and empathetic approach is needed to conduct ethical research in sensitive settings with people who might be considered vulnerable or marginalized. At our CHI 2015 workshop on ethical encounters, researchers shared personal stories of the challenges and tensions they have faced when conducting HCI research in complex settings such as hospitals, with young mental health patients, in schools for children with disabilities, and with homeless people. These research contexts can present significant challenges for HCI researchers who would not typically receive the training that other professionals working in these environments would normally receive. From our discussions with attendees at the CHI 2015 workshop, we identified a number of ethical issues that researchers are grappling with. In this follow-up workshop we aim to build on the lessons learned and to generate pragmatic but sensitive solutions to manage complex ethical issues for HCI researchers working in challenging settings.

The individual in multiple interacting activity systems: IT-supported diabetes management

Purpose – The purpose of this paper is to examine how pregnant women with type 1 diabetes integrate new information technology (IT) into their health management activities, using activity theory as an analytical framework. Design/methodology/approach – The research is a multiple case design, based on interviews with 15 women with type 1 diabetes who were pregnant, considering pregnancy, or had recently given birth. A thematic analysis, sensitised by activity theory, was used to analyse the data. Findings – Health management in this setting involves negotiations and contradictions across boundaries of interacting activities. Participants play an active role in managing their health and using new IT tools in particular ways to support their health management. Using new technologies creates both opportunities and challenges. IT-enabled healthcare devices and other information systems open up new treatment possibilities, but also generate new contradictions between interacting activity systems. Research limit...

What's special about aging

Community + Culture features practitioner perspectives on designing technologies for and with communities. We highlight compelling projects and provocative points of view that speak to both community technology practice and the interaction design field as a whole. --- Christopher A. Le Dantec, Editor