Student and supervisor perspectives in a computer-mediated research relationship

A brief narrative description of the journal article, document, or resource. This paper presents the reflective perspectives of the student and supervisor in a successful computer-mediated research relationship at Deakin University (Australia). Key contributing factors are discussed in a dialog format covering the role of computer-mediated communication (CMC), the projection of social presence, student self-efficacy beliefs, the role of information and communication technology (ICT), and interaction in online professional networks. Drawing on relevant theory, inherent challenges are addressed, informing some concluding suggestions as to how supervision might become more responsive to the emergent forms of research learning being experienced by escalating numbers of postgraduate students studying at a distance via ICT.

A process model to support design and construction

This research is focused on developing a highly detailed understanding of current organisational interactions and information flows leading to a definition of the process model for the environment into which information and communication technology (ICT) applications will be placed. The authors of this paper propose a theoretical process model and the associated detailed information structure which reflects the complexity of information, stakeholder interaction and intellectual property concerns which are currently seen in the construction industry. This is being developed and tested against a field study renovation project. The field study project identifies information flows and interactions between stakeholders such as designers, project managers, clients, contractors, subcontractors and suppliers. The process model which is being established shows very high levels of complexity in dependencies and interdependencies between implicit and explicit information within the project design and construction teams. Without an understanding of these detailed and complex process interactions, proposals for the application of ICT to the construction industry will not reflect the requirements of those for whom they are being developed.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

Rationale, restrictions and responses : online academic development to promote a community of practice

Casual academics play a major role in higher education in Australia today. In their roles as tutors, demonstrators and markers, casual academics need access to opportunities to develop as teachers. As such, Deakin University has developed an online academic development program designed to better equip new and inexperienced casual academics for their roles. This paper reports on the approach that has been taken to designing one module of an online academic development program for casual academics, considering the influence of information and communication technology (ICT) on this design, and discusses an analysis of the feedback on the module by the participants who completed it. A conclusion is drawn that aligning self paced online learning with induction into a community of practice via ICT presents particular challenges.

Supporting information needs of senior citizens in community aged care

To address the challenge of an ageing population in an information society, it is important to introduce information systems to assist the aged people in maintaining and improving their quality of life. An understanding of what information aged people need, how they seek and use information, and how they adopt Information and Communication Technology (ICT) is required. This paper reports the findings of an empirical study undertaken in Australia to understand the information needs of senior citizens who reside in the community. The study aims to understand how ICT can support the independent living of senior people in the community from both the social and health perspectives. We offer a new understanding of the information needs of aged people in the community and extend the information systems research in aged care. This research also contributes to the development of innovative ICT enabled aged care service solutions in community aged care.

Process improvement and ICTs in Australian SMEs: a selection and implementation framework

This article describes the development, modification and testing of a tool designed to assist small firms in making more appropriate decisions regarding information and communication technology (ICT) selection and implementation. Using a combination of quantitative and qualitative methods, a number of possible tools were initially developed to support firm-based self-diagnostic exercises. Research outcomes from a joint European–Australian research project were regionalised for Australian conditions through collaborative product development with a number of Australian SME manufacturing firms. This article reports on the pilot implementations and the outcomes achieved with these Australian SMEs. These implementations have shown successful outcomes for the trial SME participants and have led to the creation of an online self-assessment tool to allow wider access by interested SMEs

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.

The silicon ceiling : women managers and leaders in ICT in Australia

When I was in high school, it was always talked up that women could do science, engineering and technical [work] too. While we are just as capable as men, when we get into these industries, we face other challenges. There have been brave women who have done their bit to overcome these challenges, but it also requires brave men to challenge the attitudes of these industries to women participating in their workplaces. (APESMA, 2010) Silicon: Elemental silicon has a large impact on the modern world economy ... Because of wide use of silicon in integrated circuits, the basis of most computers, a great deal of modern technology depends on it. (Wikipedia, 2011) The chapter begins with a historical and current analysis of female participation in the workforce, in education and in leadership. The second section focuses on the information and communication technology (ICT) workforce in particular. The third section presents findings from a recent case study that gathered both quantitative and qualitative data from a diverse group of professional women in ICT. The case study provides a view into the ICT profession from the female perspective and identifies a selection of factors that would make a significant difference to female participation and longevity in the profession. The conclusion reached after this investigation is that the silicon ceiling is certainly not visible, yet remains fixed due to nonessential job characteristics that persist in the industry. The future looks bleak unless more female managers and male champions ensure that these nonessential employment characteristics are removed from ICT positions.

Agent-based smart grid protection and security

The vision of a smart grid is to provide a modern, resilient, and secure electric power grid as it boasts up with a highly reliable and efficient environment through effective use of its information and communication technology (ICT). Generally, the control and operation of a smart grid which integrate the distributed energy resources (DERs) such as, wind power, solar power, energy storage, etc., largely depends on a complex network of computers, softwares, and communication infrastructure superimposed on its physical grid architecture facilitated with the deployment of intelligent decision support system applications. In recent years, multi-agent system (MAS) has been well investigated for wide area power system applications and specially gained a significant attention in smart grid protection and security due to its distributed characteristics. In this chapter, a MAS framework for smart grid protection relay coordination is proposed, which consists of a number of intelligent autonomous agents each of which are embedded with the protection relays. Each agent has its own thread of control that provides it with a capability to operate the circuit breakers (CBs) using the critical clearing time (CCT) information as well as communicate with each other through high speed communication network. Besides physical failure, since smart grid highly depends on communication infrastructure, it is vulnerable to several cyber threats on its information and communication channel. An attacker who has knowledge about a certain smart grid communication framework can easily compromise its appliances and components by corrupting the information which may destabilize a system results a widespread blackout. To mitigate such risk of cyber attacks, a few innovative counter measuring techniques are discussed in this chapter.

'Smart' technologies in early years literacy education. A game changer: mobile touchscreen devices and the education of young children

Professors Julianne Lynch and Terri Redpath discuss their article published in the Journal of Early Childhood Literacy entitled "Smart Technologies in Early Years Literacy Education".

Ethics and ICT: why all the fuss?

Purpose: This paper aims to introduce a special section based on papers from Australasian Conference for Information Systems 2014.

Design/methodology/approach: This paper comments on key contextualisation moments in relevant history.

Findings: This paper describes the initiative in Australia to widen Information and Communication Technology ethics awareness.

Originality/value: This is a new attempt to bring Ethics and Information Systems academics closer together.

Data processing of physiological sensor data and alarm determination utilising activity recognition

Current physiological sensors are passive and transmit sensed data to Monitoring centre (MC) through wireless body area network (WBAN) without processing data intelligently. We propose a solution to discern data requestors for prioritising and inferring data to reduce transactions and conserve battery power, which is important requirements of mobile health (mHealth). However, there is a problem for alarm determination without knowing the activity of the user. For example, 170 beats per minute of heart rate can be normal during exercising, however an alarm should be raised if this figure has been sensed during sleep. To solve this problem, we suggest utilising the existing activity recognition (AR) applications. Most of health related wearable devices include accelerometers along with physiological sensors. This paper presents a novel approach and solution to utilise physiological data with AR so that they can provide not only improved and efficient services such as alarm determination but also provide richer health information which may provide content for new markets as well as additional application services such as converged mobile health with aged care services. This has been verified by experimented tests using vital signs such as heart pulse rate, respiration rate and body temperature with a demonstrated outcome of AR accelerometer sensors integrated with an Android app.

The scholarship of teaching: risky business in ICT education

The idea of the scholarship of teaching was reinvigorated twelve years ago by Boyer's (1990) book, Scholarship reconsidered: Priorities of the professoriate. Since then a considerable body of literature has developed, discussing what the scholarship of teaching might look like, why it is desirable and how it might be encouraged. The scholarship of teaching has been described as including the activities involved in designing, implementing and evaluating teaching and learning, and associated dissemination activities. Over the last few years there has been a resurgence of interest in the role that scholarship might play in the promotion, recognition and reward of good university teaching.

This paper draws on qualitative data that were collected as part of a national study of the major university discipline of Information and Communication Technology (ICT) to generate a framework for describing the context of university teaching and for examining how conducive this context is to the scholarship of teaching. The framework comprises two domains: that of the individual educator and that of the organisational environment in which the educator works. The paper highlights the importance of, and interaction between, these domains, and the role they play in promoting or discouraging the scholarship of teaching.

Can knowledge management save regional development?

Australia needs to create innovative regions to sustain economic prosperity and regional development. In order to do this, regions will need to systematically address their knowledge needs and identify tools that are appropriate in maximising their effectiveness. Many initiatives have focused on information and communication technology (ICT) to enable knowledge exchange and stimulate knowledge generation, but active knowledge management (KM) strategies are required if ICTs are to be used effectively. These strategies must respond to the regional economic and social environments which incorporate small and medium enterprises (SMEs). This paper outlines the importance of KM for supporting regional cluster development and the key ways in which communities of practice (CoPs), a KM technique, have been used to add value in similar contexts. How CoPs and their online counterpart, virtual communities of practice (VCoPs), can be used and developed in regional areas of Australia is considered along with a program for further research.

Technological disadvantage of the digital age

Debates continue about the relative benefits, costs and risks of the diffusion of computer-based technologies throughout society and schooling. One area that has received considerable attention is gender equity. Early work on gender and computers focused on differences between male and female access and use (e.g. Huff, Fleming & Cooper, 1992; Kirkman, 1993; Morritt, 1997; Nelson & Cooper, 1997; Sofia, 1993), with concerns focused on the potential for girls to be disadvantaged. In some respects, it is arguable that problems of gender equity in schools with respect to computers have been overcome. For example, in a small study I conducted in two New Zealand senior primary classrooms in 2003, I found that both boys and girls were motivated to use computers and appeared to have equal opportunities to access computers in the classroom. The students in my study expressed a belief in the importance of using computers, and this belief can also be discerned from educational policy and media coverage.
In this paper I argue that, although gender by itself no longer appears to be a source of disadvantage in terms of access to and use of computers in schools, many questions about technology, schooling and power relations still remain unanswered. I present two alternative viewpoints on the new digital age. First, I explore Melanie Stewart Millar’s (1998) analysis of digital discourse as one which reproduces the power of white, middle-class, educated, well-paid males, and excludes anything else it considers ‘Other’. Second, I review arguments that the digital age has provided sites for the transcendence of traditional hierarchies and inequalities (e.g. Spender, 1995). I conclude that, despite the discrepancies between these two viewpoints, both concur that technological disadvantage will exacerbate any existing inequality that might result from intersections of identity categories, such as, gender, ethnicity, age, and socio-economic status.