Tessa Berg

Keeping Children Safe Online: Understanding the Concerns of Carers of Children with Autism

Children with autism spectrum disorder (ASD) have difficulty making sense of the world, and have an impaired ability to socially interact. This impacts their ability to understand inappropriate behaviour or recognize dangers online. Because of this, parent carers of children with ASD struggle to protect their children online. In this paper, we report on the results of two workshops with 16 parent carers of children with ASD in which we used rich pictures and group discussions to identify carers’ concerns and protection methods. Our results indicate that carers have significant challenges with protecting their children, who they describe as “devious” and “obsessive”, though also “clever” and “naive”. In addition, carers often rely on physical controls and rules, which meet with limited success. From our results, we highlight the importance of educational approaches, and recommend the development of educational nudging tools to assist children, and to keep them safe online.

Visualising the future: surfacing student perspectives on post-graduation prospects using rich pictures

ABSTRACT The gradual commodification of higher education in the context of an increased focus on graduate employability attributes together with evolving labour markets is creating challenges for universities and students alike. For universities, there has been significant investment in careers services and, through institution-wide initiatives, employability or graduate attribute development established to support graduate transitions into work. Meanwhile, for students, experience of part-time work together with pessimistic post-recession employment discourses are challenging the notion that a good degree guarantees their future career prospects. Simultaneously, decreasing financial support from the state has resulted in worrying levels of debt for new graduates. This pilot study was designed to gain a fresh perspective of how students imagine themselves following graduation. The study used rich pictures (RP) as a methodology to explore student views of life beyond university in the UK and Canada. Content analysis of the RPs provided insights into their thoughts and anxieties about potential challenges for the future. Students presented both positive and negative visions of their future, with success in achieving a respectable performance in their final degree as the key differentiator. The insights gained are discussed in the context of related research into students’ concerns and university initiatives to support students throughout higher education and then into graduate employment. The findings revealed student motivations, hopes and fears which can inform the development of impactful university interventions.

Females in computing: Understanding stereotypes through collaborative picturing

Abstract This study investigates attitudes and perceived stereotypes that children have towards female computer scientists. Research was conducted within 2 high schools in Scotland across 7 workshops including 96 participants. Stereotype patterns and social expectations were identified giving insight into gendered world views. Data was derived through picturing. Collaborative picture drawing, as a means to investigate multiple opinions, is a powerful activity that has the capacity to break down barriers of education, language and culture. By use of content analysis on 24 workshop pictures three key areas were identified as significant when determining attitudes towards computing as a career choice for females; gender stereotypes, role models, and media influence. The conclusion determines there are stereotype misconceptions regarding physical appearance, personality type, and digital ability projected onto young females. These can influence their academic decisions resulting in poor uptake of computing science as a career choice. We determine that Computing Science is seen as a male gendered subject with females who select to work or study in this field having low self-worth, a sense of being different, a sense of being atypical, and a sense of being unattractive We further determine that positive role models and positive gender balanced media influences can broaden identities in computing.

IS Degrees: Sociotechnical or Technosocial? A Reflective Analysis

This paper describes a reflective and empirical investigation by staff involved in delivery of the Heriot-Watt University Information Systems undergraduate degree. It looks particularly at the practical relevance of the IS 2010 model curriculum, asking to what extent the Heriot-Watt University Information Systems teaching staff supports the model and identifying areas of conflicting opinion. These are compared with empirical evidence of relevance to employability in the form of statistics on graduate destinations from cohorts in 2010 and 2011. An IS virtual alumni forum was set up for past students to debate the IS degree and discuss areas of relevance to careers and suggestions for further improvement. In agreement with the IS 2010 model, graduate discussion and working panel reflection both propose the inclusion of a project management course. Graduates also suggest the need for more specialised technical skills in software and web development and a stronger grounding in spreadsheet application software including statistical processing methods. In agreement with the working panel, graduates state the importance of having quality experienced teaching delivered with skill and enthusiasm. Further work is then proposed to encourage continuous reflective practice and enhance student experience.