Emergence of creativity in learning via social technologies

Creativity is an elusive skill desired by many. Debates on 'What is Creativity' and how it can best be nurtured and supported had resurgence in the 1950's after Guildford's address to the American Psychology Association about the positive benefits of creativity. Since then creativity has been investigated in many forms and within many disciplines. Of note is that creativity is apparent within four components: the person, the process, the product and the environment. On some level creativity is assessed within one of the four components of creativity: person, process, product or environment. In this study creativity and the environment is under investigation, with a number of factors presented that allow creativity to be supported. This paper explores the role of creativity within the education of tertiary students studying Games Design and Development (within an IT discipline) from an Australian University. Particularly this paper focuses on how social factors, such as purpose built collaborative environments and virtual communities, aid in the creative pursuits of the students.

A haptic training environment for the heart myoblast cell injection procedure

The heart muscle of a cardiac arrest victim continues to accumulate damage throughout its lifetime. This reduces the heart's ability to pump sufficient oxygen and nutrient blood to meet the body's needs. Medical researchers have shown that direct injection of pre-harvested skeletal myoblast cells into the heart can restore some muscle function [1]. This operative procedure usually necessitates the surgeon to open a patient's chest. The open chest procedure is usually a lengthy process and often extends the recovery time of the patient. Alternatively, a high accuracy surgical aid robotic system can be used to assist the thoracoscopic surgery [2][3]. While the robotic surgical method aids faster patient recovery, a less experienced surgeon can potentially cause damage to surrounding tissue.

This paper presents a study into the development of a virtual haptically-enabled heart myoblast injection simulation environment, which can be used to train new surgeons to get hands on experience with the process. The paper also discusses the development of a generic constraint motion technique for needle insertion. Experiments on human performance measures and efficacy, while interacting with haptic feedback training models, are also presented. The experiment involved 10 operators, with each person repeating the needle insertion and injection 10 times. A notable improvement in the task execution time with the number of repetitions was observed. Operators improved their time by up to 300% compared to their first training attempt for a static heart scenario. Under a dynamic heart motion, operator's performance was slightly lower, with the successful rate of completing the experiment reduced from 84% to 75%.

Haptic microrobotic intracellular injection assistance using virtual fixtures

In manual cell injection the operator relies completely on visual information for task feedback and is subject to extended training times as well as poor success rates and repeatability. From this perspective, enhancing human-in-the-loop intracellular injection through haptic interaction offers significant benefits. This paper outlines two haptic virtual fixtures aiming to assist the human operator while performing cell injection. The first haptic virtual fixture is a parabolic force field designed to assist the operator in guiding the micropipette's tip to a desired penetration point on the cell's surface. The second is a planar virtual fixture which attempts to assist the operator from moving the micropipette's tip beyond the deposition target location inside the cell. Preliminary results demonstrate the operation of the haptically assisted microrobotic cell injection system.

A haptically enabled CAN-based steering wheel controller

As the portable entertainment and mobility technologies migrate into the car, driver distraction has become recognized as a major factor in road crashes around the world. To help alert drivers to their distraction, active safety technologies such as lane departure warning systems and collision avoidance systems are being implemented. One issue with the implementation of yet another technology into the vehicle is how to cut through the competing demands of the mobile phone, navigation systems and other technologies. Haptic alerts present just such a method that may enable the system to short-circuit the normal auditory or visual communication channels. This paper presents a low cost haptic steering wheel controller that has been designed developed and tested and may be used as a communication device by a lane departure, collision avoidance, or other type of safety system.

Method and apparatus for haptic control

The present invention provides remote interfacing utilising haptic technology. In a first aspect there is provided a haptic grasping interface comprising a plurality of finger interaction points, with actuators connected at one end to an actuator control mechanism. The mechanism is mounted remotely from the grasping interface, inverse to the finger interaction points, for manipulation of these points. The grasping points comprise pulleys which route the actuators through a cable tension and transmission system. A second aspect provides haptic augmentation to an operator, which indicates to the operator the state of a control input to a controlled device. A third aspect provides a means of simulating motion where haptic feedback is provided to a user in correspondence with the movement of the user within a pod environment.

Using e Technologies for active learning

This paper describes a study of educators at an Australian University who are using eTechnolo-gies in their teaching. The perceptions of the educators of the technologies are discussed as well as how they believe these technologies help students to learn. Outcomes from the study offer suggestions of how appropriate eTechnologies can be incorporated into online learning environments for effective teaching. Particular emphasis is made of eTechnologies which support active learning by students, one of the goals of the principles of good teaching practice in undergraduate education.

Corporate intranet implementation : managing emergent technologies and organizational practices

This paper examines the adoption and development of intranets in large business organizations. The authors demonstrate that intranet technology introduces a host of new managerial and technical challenges and requires new approaches to IS development. Evidence from two European corporations indicates that the traditional division of labor and definition of work roles in IS development breaks down. The distinction between developers and users becomes increasingly blurred and new organizational roles and structures associated with intranets are emerging. However, ready-made organizational models for implementing and managing intranets do not exist and the two organizations in this study have followed two different approaches. One organization favors a “planned change” approach, emphasizing management control and careful planning. The other organization prefers an “improvisational” approach, emphasizing experimentation, innovation and local initiative.

Application of novel technologies in water reclamation, reuse and recycle

Water reuse has become an integral element of the "total water resources planning and management" along with the other elements such as water conservation, water use efficiency and management of the allocation of existing water sources. Researchers are working actively on the following aspects of water reuse: identification and characterization of different wastewaters that could be reclaimed, development of treatment technologies and effluent standards, quantification of potential gains due to recycling and risk management. The wastewaters that can be reclaimed are domestic and industrial wastewaters, grey water, black water, stormwater and rain water and their potential reuse lies in agriculture, aquaculture, industries, non-potable use in residential and community fronts and indirect and direct potable use. The treatment of wastewater ranges from secondary treatment to advanced treatment, which produces different "Classes" of reclaimed water. This paper evaluates the current status of the research on the above-mentioned important aspects of water reuse with relevant case studies and the future demand for reuse water. The direction in which the future-reuse schemes should be formulated so that they are safe, environmentally sustainable and cost effective are also discussed.

Food, passion and marginalised young people : technologies of the self in Jamie's kitchen

A passion for food that is understood in certain ways – slow, organic, not industrialised – plays a central role in the drama of the successful and popular Jamie’s Kitchen (2002) and Jamie’s Kitchen Australia (2006). Large parts of the drama in these shows revolve around an apparent lack of passion that is displayed by the marginalised, unemployed young people that are the central characters in this story. In this paper I examine the ways in which these accounts of food, passion, and the training of marginalised young people expose some of the challenges and opportunities faced by marginalised young people as they seek to transition into the uncertain and risky labour markets of 21st century capitalism. I argue that Michel Foucault’s (1988) concept of technologies of the self enables us to understand passion, and its particular manifestations in Jamie’s Kitchen, and in the training of marginalised young people, as a powerful technology of self transformation. The drama of Jamie’s Kitchen suggests that as a technology of the self passion for food promises to provide precarious, possibly temporary, forms of salvation, meaning and purpose for the young people engaged in the Fifteen Foundation’s social enterprise transitional labour market program.

An Australian/UK comparison of contemporary teaching and learning technologies

The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a „win-win‟ scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.