Re-conceptualizing disability and assistive technology : Australian consumers driving policy change

For people living with a disability, enablers such as assistive technologies, environmental modifications and personal care can make the difference between living fully and merely existing. This article is written from the standpoints of people with disabilities and professionals in one Australian State who found their government and service system to be a constraining rather than an enabling force. It presents two key components of policy and practice change in the area of assistive technology: challenging understandings of disability, assistive technology, and the desired life outcomes that assistive technology contributes to; and building a public evidence base through consumer-focussed research. In short, government funding of assistive technology needs to move beyond a limited focus on functional needs and take responsibility for fully equipping people to live the lives they aspire to.

The Ad-venture of architecture

This research highlights the shortcomings of the way architects promote themselves and the profession of architecture. It also exposes the inadequate levels of knowledge and awareness of the general public in relation to architects and the practice of architecture. This research recommends that the ad-venture of architecture should be pursued.

Distraction and interaction in academic workspaces

This research investigated workspace satisfaction for academics and compared this with published results from commercial workers. Results show that academics are not satisfied with their workspace, and indicate that academics require different types of workspaces to commercial workers.

The equipping inclusion studies : assistive technology use and outcomes in Victoria ; key findings and policy implications, study 1 - the equipment study, study 2 - the economic study

Approximately one in five of the Australian population lives with disability (AIHW 2006a; ABS 2003). Of these, almost 1.9 million rely on assistive technologies to live independently (Hobbs, Close, Downing, Reynolds & Walker 2009).

Assistive Technology (AT) is defined as,

‘any device, system or design, whether acquired commercially or off the shelf, modified or customised, that allows an individual to perform a task that they would otherwise be unable to do, or increase the ease and safety with which a task can be performed’ (Independent Living Centres Australia n.d).

‘Assistive Technology solutions’ have been defined as entailing a combination of devices (aids and equipment), environmental modifications (both in the home and outside of it), and personal care (paid and unpaid) (Assistive Technology Collaboration n.d).

Despite a large number of Australians relying on AT, there is little data available about life for these Australians, the extent of AT use, or unmet need for AT. Existing research in Australia suggests that aids and equipment provision in Australia is ‘fragmented’ across a plethora of government and non government programs (AIHW 2006a:35). In Victoria, one of the prime sources of government funding for AT is the Victorian Aids and Equipment Program (VAEP) which is a subsidy program for the purchase of aids and equipment, home and vehicle modifications for people with permanent or long term disability. Recent research suggests that waiting times for accessing equipment through the VAEP are high, as is the cost burden to applicants (Wilson, Wong & Goodridge 2006). In addition, there appears to be a substantial level of unmet need (KPMG 2007).

Additionally, there is a paucity of literature around the economic evaluation of AT interventions and solution packages, resulting in little evidence of their cost-effectiveness credentials.

The equipping inclusion studies : assistive technology use and outcomes in Victoria ; key findings and policy recommendations

Approximately one in five of the Australian population lives with disability (AIHW 2006a; ABS 2003). Of these, almost 1.9 million rely on assistive technologies to live independently (Hobbs, Close, Downing, Reynolds & Walker 2009).

Assistive Technology (AT) is defined as,

‘any device, system or design, whether acquired commercially or off the shelf, modified or customised, that allows an individual to perform a task that they would otherwise be unable to do, or increase the ease and safety with which a task can be performed’ (Independent Living Centres Australia n.d).

‘Assistive Technology solutions’ have been defined as entailing a combination of devices (aids and equipment), environmental modifications (both in the home and outside of it), and personal care (paid and unpaid) (Assistive Technology Collaboration n.d).

Despite a large number of Australians relying on AT, there is little data available about life for these Australians, the extent of AT use, or unmet need for AT. Existing research in Australia suggests that aids and equipment provision in Australia is ‘fragmented’ across a plethora of government and non government programs (AIHW 2006a:35). In Victoria, one of the prime sources of government funding for AT is the Victorian Aids and Equipment Program (VAEP) which is a subsidy program for the purchase of aids and equipment, home and vehicle modifications for people with permanent or long term disability. Recent research suggests that waiting times for accessing equipment through the VAEP are high, as is the cost burden to applicants (Wilson, Wong & Goodridge 2006). In addition, there appears to be a substantial level of unmet need (KPMG 2007).

Additionally, there is a paucity of literature around the economic evaluation of AT interventions and solution packages, resulting in little evidence of their cost-effectiveness credentials.

Situating situatedness through Æffect and the architectural body of Arakawa and Gins

This paper explores the situated body by briefly surveying the historical studies of effect and of affect which converge in current work on attention. This common approach to the situated body through attention prompted the coining of a more inclusive term, Æffect, to indicate the situated body’s mode of observation. Examples from the work of artist-turned-architects, Arakawa and Gins, will be discussed to show how architectural environments can act as heuristic tools that allow the situated body to research its own conditions. Rather than isolating effect from affect, observer from subject, organism from environment, Arakawa and Gins’ work optimises the use of situated complexity in the study of the site of person. By constructing surrounding in which to observe and learn about the shape of awareness, their procedural architecture suggests ways in which the interaction of top-down conceptual knowledge and bottom-up perceptual learning may construct possibilities in emergent rather than programmatic ways.

Conceptualizing social influence in the ubiquitous computing era : technology adoption and use in multiple use contexts

Ubiquitous and mobile computing has increased the level of social connectedness. In an era where technology has permeated into spaces of work, play and socializing, social influence has become an important consideration. The operationalization of the social influence construct in the technology adoption and use literature often assumes singular technology use contexts and purposes. We question whether social influence, as operationalized in IS, is reflective of the utilitarian, hedonic and social environment that many individuals operate in. We propose a framework to consider social influence more inclusively, drawing on differences in referent power and levels of expertise. We outline our research approach within the demographic segment of young working professionals. Research in this area is necessary to improve theoretical explanations of adoptive behavior of these technologies. We hope to contribute by suggesting a richer, more encompassing operationalization of the social influence construct for future IS research.

The place of information and communication technology-mediated consultations in primary care : GPs' perspectives

Background: New information and communication technologies such as email and text messaging have been shown to be useful in some aspects of primary care service delivery. Little is known about Scottish GPs’ attitudes towards the adoption of these technologies as routine consultation tools.

Objectives: To explore GPs’ perceptions of the potential place of new non-face-to-face consultation technologies in the routine delivery of primary care; to explore GPs’ perceived barriers to the introduction of these technologies and to identify the processes by which GPs feel that new consultation technologies could be incorporated into routine primary care.

Methods: Qualitative interview study: 20 in-depth semi-structured interviews carried out with maximum variation sample of GPs across Scotland.

Results: Whilst the face-to-face consultation was seen as central to much of the clinical and diagnostic work of primary care, many GPs were conditionally willing to consider using new technologies in the future, particularly to carry out administrative or less complex tasks and therefore maximize practice efficiency and patient convenience. Key considerations were access to appropriate training, IT support and medico-legal guidance.

Conclusions: GPs are conditionally willing to use new consultation media if clinically appropriate and if medico-legal and technical support is available.

Mapping landscape features and values in coastal Australia

Places encompass the physical setting, as well as human experience and interpretation. Although sense of place definition nominally includes the physical environment, most research has emphasized the social construction of sense of place and neglect the important contribution of the physical environment to place meanings and attachment. On the other side, theoretical and technological developments during the past decades resulted in significant sophistication and power of analysis, display, and interpretation of spatial information applied in landscape analysis. This development, however, remains disconnected from the socio-political realities of the communities and regions which are the subject of these studies. There is a research need to integrate public perceptions and attitudes with the type of information typically found in a landscape assessment. A challenge of GIS is whether or not Cartesian space can be adapted to incorporate a more humanistic sense and understanding of distance, direction, and position.

Mobile technology platforms for flexible access to information resources : considerations in the use of ebook readers, smart phones, netbooks and iPads

Smart phones are everywhere, people are taking eBook readers on holiday, the iPad has queues of people wanting to buy one, and some netbooks can fit in a pocket. The technology is attractive and increasingly affordable – how can it help an individual in their access to and use of texts, journals, databases, clinical sources, the web and day-to-day information? The Library has been investigating and trialling mobile devices during 2010, and has received interesting feedback from staff and students on the effectiveness of the technology in the University and personal environments. Each device has its strengths and weaknesses depending on the needs of the individual or activity it is supporting – productivity, research, study, clinical or recreational. The presentation will explore these issues along with some of the practical implications at Deakin, and international experiences in academic environments.

Incorrigible and undisciplined lines in visual social research : ways of ‘writing’ and ‘drawing’ at the interstices

In this paper the author traces the possibilities afforded by engaging with the aesthetic, historic and socio-political nature of shodo (Japanese calligraphy) as an intersectional space. Shodo literally translated as 'the way of writing' is an artistic practice bringing together ink, brush and paper. It is simultaneously a juncture between studied discipline and an ongoing mediation of subjectivities. The calligrapher/writer/drawer communicates to the reader through the bold or subtle brush strokes, the pressure and movement at the completion of each stroke. The calligrapher/writer/drawer draws across the boundaries of text and image to meet the reader blurring the lines between subject and object. This discussion re-examines the hierarchical binaries of writing/drawing, text/image, self/Other as they play out from vanishing lines of distinction between truth and conjecture. Crossing these binaries opens up opportunity for decentring and questioning representational practice by enabling other possible meanings and practices to emerge (Lather, 2007). I work from a stance of theoretical promiscuity in order to disrupt constitutive discourses and restore the liminal in social research. Drawing across the fragments of research projects I illustrate the generative and speculative space of visualising pedascapes in educational research.

Comparison of Technology Enabled Learning Practices (TELP) in engineering : a student's perspective

BACKGROUND : Recent years have seen a steady growth in the use of technology in learning and teaching. Deakin’s School of Engineering uses its own set of Technology Enabled Learning Practices (TELP). Student surveys are taken after the completion of every unit, but although valuable, they give only a generic student view. What is required is a holistic approach from the student’s perspective.

PURPOSE : What type of TELP best helps the student to learn engineering?

DESIGN/METHOD : A survey dedicated to TELPs from the students’ point of view has been designed and will be given to students at various year levels in engineering at Deakin. The survey is designed to obtain quantitative as well as qualitative results. An analysis of this survey will give a view of the students’ perspective of TELPs as they progress through their engineering degree.

RESULTS : The survey indicated that the students find that the full professional recording and screen capture TELPs as the most helpful as an aid to learning. It is also indicates that of all the TELPs the screen capture is greatly sought after by the students.

CONCLUSIONS : These results give the School of Engineering the information needed to tailor the TELPs used in unit delivery to further enrich the learning experience.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

State-of-the-art review and critical success factors for mobile business intelligence

Due to ubiquitous information requirements, market interest in mobile business intelligence (BI) has grown markedly. However, mobile BI market is a relatively new area that has been driven primarily by the IT industry. Yet, there is a lack of systematic study on the critical success factors for mobile BI. This research reviews the state-of-the-art of mobile BI, and explores the critical success factors based on a rigorous examination of the academic and practitioner literature. The study reveals that critical success factors of mobile BI generally fall into four key dimensions, namely security, mobile technology, system content and quality, and organisational support perspectives. The various research findings will be useful to organisations which are considering or undertaking mobile business intelligence initiatives.

Learning how to teach chemistry with technology: pre-service teachers’ experiences with integrating technology into their learning and teaching

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.