Relational ethics, global business and information and communications technology: interconnections explored

This paper explores, through practitioner experience and literature review, the impact of increased use of information technology in a global business environment on relational ethics. These three variables interact in a dynamic field that supports and challenges global managers in entrepreneurial endeavors. While information and communication technology (ICT) is rapidly expanding, the opportunities for global business and relational ethics affects, and is affected by, the interconnections. Drawing on experiences from daily practice, current literature, and insights gained from a relational approach to ethics, readers are invited to reflect on the ways that relationships influence ethical actions—and outcomes—and how they can be improved. This analysis exposes the critical issues, develops a general framework and makes recommendations for ways to work with and further develop the interconnections between global business, ICT and relational ethics.

The impact of information and communications technology on teaching and design of flexible, online and distance education courses at Deakin University

This paper describes the use of an online learning environment which has been established for postgraduate students studying at Master’s level in Professional Education and Training Deakin University. A detailed evaluation of the use of computer conferences in an Open and Distance Education specialism was undertaken during 2000 as part of a CUTSD funded project, Learner Centred Evaluation of Computer Facilitated Learning Projects in Higher Education. As the Open and Distance Education specialism is being revised and new units are written, the information gathered in this evaluation is being integrated into the pedagogical planning and the technological decisions being made about the design of the new master’s program.

Piloting social networking and Web 2.0 software at Deakin University

Deakin University piloted social networking software in order to complement and add a new dimension to its online learning and teaching efforts. In the first semester of 2007 eight teaching academics adopted three software applications. Six were used with students for learning while the other two were used by staff for professional development and research. This paper reports on the first attempt at providing institutional support for Web 2.0 and what was learned through the experience of these eight teaching academics which is essential to the ongoing development and decisions related to the future take up of these software applications.

Using information and communications technology in higher education

A folio-based doctoral study comprising a dissertation, a major literature review, and a website. The dissertation identified key dimensions of blended learning environments created by the teachers in the study. These environments were characterised by different media blends and learning activities underpinned by resource-based learning approaches to teaching and learning.

Social networking and teaching : an Australian case study

In recent years, the Internet has impacted all aspects of modern society. We have now seen the phenomenon of social networking and the impact that this had upon all aspects of modern society including higher education. An issue is how can these social networking technologies relate to tertiary education and how can they be used in this educational context. This paper is based on two case studies which were conducted at an Australian University into the usage of two social networking systems in a teaching environment. The results of these case studies were assessed using a socio-technical framework.

Non-face to face consultations and communications in primary care : the role and perspective of general practice managers in Scotland

Background Practice managers play an important role in the organisation and delivery of primary care, including uptake and implementation of technologies. Little is currently known about practice managers’ attitudes to the use of information and communication technologies, such as email or text messaging, to communicate or consult with patients.

Objectives To investigate practice managers’ attitudes to non-face-to-face consultation/communication technologies in the routine delivery of primary care and their role in the introduction and normalisation of these technologies.

Methods We carried out a mixed-methods study in Scotland, UK. We invited all practice managers in Scotland to take part in a postal questionnaire survey. A maximum variation sample of 20 survey respondents participated subsequently in in-depth qualitative interviews.

Results Practice managers supported the use of new technologies for routine tasks to manage workload and maximise convenience for patients, but a range of contextual factors such as practice list size, practice deprivation area and geographical location affected whether managers would pursue the introduction of these technologies in the immediate future. The most common objections were medico-legal concerns and lack of perceived patient demand.

Conclusion Practice managers are likely to play a central role in the introduction of new consultation/communication technologies within general practice. They hold varying views on the appropriateness of these technologies, influenced by a complex mix of contextual characteristics.Managers from areas in which the ethos of the practice prioritises personalised care in service delivery are less enthusiastic about the adoption of remote consultation/ communication technologies.

The rise of the 'silver surfer' : online social networking and social inclusion for older adults

As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults’ wellbeing. Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults. To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults’ subjective experience of online social networking. Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.

Improving knowledge, fibre and textile quality, and communications

This is a technical report summarising activities to improve the knowledge about rare natural animal fibres in Australia, including aspects of their production, fibre quality, and textiles made from these fibres. It summarises results of Australian investment on these subjects, and makes recommendations about future investment. This is important, as there is limited scientific understanding of how to improve productivity, quality and financial returns from these industries in Australia.

Becoming numerate with information and communications technologies in the twenty-first century

This article draws on data from a three-year Australian Research Council-funded study that examined the ways in which young children become numerate in the twenty-first century. We were interested in the authentic problem-solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school-based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life.

The surveillance of social networking and the social value of privacy

This chapter argues that theories about privacy would benefit from embracing deliberative democratic theory on the grounds that it addresses harms to democracy, and widens our understandings of privacy infringements in social networking environments. We first explore how social networking services (SNS) have evolved through different phases and how they enable political deliberation. Subsequently, we discuss more traditional individualistic and intersubjective theories of privacy in relation to social networking and point out their limitations in identifying and redressing social networking-related harms. We then critique emerging claims concerning the social value of privacy in the context of the social Web. Here we point out how these theories might identify non-individualized harms, yet, at the same time, suffer important challenges in application. We conclude by arguing that deliberative democratic theory can add some critical insights into the privacy harms encountered on the contemporary “social Web” that are only imperfectly understood by individualistic and social conceptions of privacy.