ORCID Profile
0000-0002-3602-8334
Current Organisation
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 05-2005
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Emerald
Date: 04-02-2014
Publisher: Informing Science Institute
Date: 2004
DOI: 10.28945/714
Publisher: Emerald
Date: 02-2016
Abstract: – The focus of this paper is on the benefits that may eventuate through new mechanisms of production and distribution. As we enter the twenty-first century, the nature of the book and the structure of the industry which produces it are undergoing radical transformation, as developments in information technology offer new mechanisms for production and distribution. Most of the discussion of these changes is conducted from the perspective of what has been lost through these changes. – This paper reviews the history of the book from the perspective of the disruptive effects of the changes in production technology and impact on the roles involved in production, distribution and reading of books. Darnton’s Communication Circuit is updated to predict future limiting factors and opportunities for participation. – The evolution of the book has seen successive categories of workers involved in book production supplanted by the adoption of new technology. The updated Darnton’s model suggests that the roles involved in the production and distribution of the book will, however, be supplanted in favour of authors and readers of the book in the future. – The predicted changes will alter the roles of authors and book users. – This paper suggests a novel approach to the discussion of the future of book publication and suggests future developments.
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7297-9.CH004
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: Elsevier BV
Date: 07-1992
Publisher: IEEE
Date: 12-2014
Publisher: ACM
Date: 27-06-2005
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2799-3.CH003
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: Springer Science and Business Media LLC
Date: 24-02-2016
Publisher: Informing Science Institute
Date: 2008
DOI: 10.28945/375
Publisher: ACTAPRESS
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 17-05-2016
Publisher: Informing Science Institute
Date: 2019
DOI: 10.28945/4285
Abstract: Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.
Publisher: Informing Science Institute
Date: 2010
DOI: 10.28945/1154
Publisher: Informing Science Institute
Date: 2017
DOI: 10.28945/3793
Abstract: Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the course. Background: Learning to program is considered a difficult and challenging task for a considerable number of novice programmers. As a result, high failure and dropout rates are often reported in IP courses. Different studies have been conducted to investigate the issue. One of the reasons for this challenge is the multiple skills that students have to master in order to be able to build programs. These skills include programming knowledge and problem-solving strategies and being able to pay equal attention to these required skills in the IP course. Methodology: A focus group was conducted to obtain feedback from the IP instructors about the ADRI approach. The performance of the students who had completed the IP course before ADRI was compared with those who used the ADRI approach by undertaking a comparative analysis of their final exam grades. Contribution: The study demonstrates that the new teaching and learning approach based on the ADRI model encourages students to pay equal attention to programming knowledge and problem-solving strategies, discouraging programming shortcuts and reducing high attrition rates (failure and dropout) in the IP course. Findings: The results of the focus group show that the instructors preferred the ADRI approach compared to the traditional approach. The final exam grades show that the students performed better in semesters which offered the ADRI approach as compared to those semesters without this approach. Future Research: Future research will explore the ADRI approach in other fields of computer science studies, such as database and data structure, to determine if its impact has a wider application than just teaching introductory programming.
Publisher: Informing Science Institute
Date: 2020
DOI: 10.28945/4654
Abstract: Aim/Purpose: The COVID-19 pandemic quickly and suddenly affected many, if not all, parts of the world. From an educational perspective, educators and students managed the social restrictions by transitioning to teaching and learning completely online. As educators and students are two important stakeholders in education, the Special Series contains four articles that focus on these two perspectives.
Publisher: Informing Science Institute
Date: 2011
DOI: 10.28945/1367
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-4666-3649-1.CH001
Abstract: Expectations of, and by, students and staff in the classroom have been well researched. Yet, still there is a gap between the expectations of students and what they experience in their studies. The classroom itself is changing with the introduction of Web 2.0 technologies into the mix. Further changes are being driven by the changing profile of a tertiary student in the twenty first century. Education will not fulfill its goal if the gap in expectations is not addressed. The discrepancy in expectations is explored from the perspective of students and staff and strategies for bridging the gap and enhancing eLearning in the Web 2.0 environment are offered. The chapter begins with a scenario that demonstrates the issues and concludes with suggestions to avoid them in the future. In doing so, the key drivers of change in the learning landscape in Australia are identified and the impact these may have on staff and student expectations is explored.
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2016
End Date: 2018
Funder: Department of Education, Australian Government
View Funded Activity