ORCID Profile
0000-0001-7547-9616
Current Organisations
The University of Western Australia - Claremont Campus
,
Cogniware
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Interorganisational Information Systems | Information Systems | Computer-Human Interaction | Virtual Reality And Related Simulation |
Technological and organisational innovation | Occupational training | Productivity
Publisher: Springer Science and Business Media LLC
Date: 20-08-2010
Publisher: IEEE
Date: 08-2015
Publisher: Springer Science and Business Media LLC
Date: 24-03-2007
Publisher: IEEE Comput. Soc
Date: 2002
Publisher: Springer Science and Business Media LLC
Date: 18-05-2018
Publisher: Australian Journal of Information Systems
Date: 15-03-2018
Abstract: Information systems (IS) research is found in many erse communities. This paper explores the human-dimension of human-computer interaction (HCI) to present IS-design practice in the light of courseware development. Assumptions are made that online courseware provides the perfect solution for maintaining a knowledgeable, well skilled workforce. However, empirical investigations into the effectiveness of information technology (IT)-induced training solutions are scarce. Contemporary research concentrates on information communications technology (ICT) training tools without considering their effectiveness. This paper offers a prescriptive IS-design methodology for managing the requirements for efficient and effective courseware development. To develop the methodology, we examined the main instructional design (ID) factors that affect the design of IT-induced training programs. We also examined the tension between maintaining a well-skilled workforce and effective instructional systems design (ISD) practice by probing the current ID models used by courseware developers since 1990. An empirical research project, which utilized this IS-design methodology investigated the effectiveness of using IT to train government employees in introductory ethics this was a study that operationalized the interactive effect of cognitive preference and instructional format on training performance outcomes. The data was analysed using Rasch item response theory (IRT) that models the discrimination of people’s performance relative to each other’s performance and the test-items’ difficulty relative to each test-item on the same logit scale. The findings revealed that IS training solutions developed using this IS-design methodology can be adapted to provide trainees with their preferred instructional mode and facilitate cost effective eTraining outcomes.
Publisher: IEEE
Date: 10-2015
Publisher: Springer Science and Business Media LLC
Date: 03-07-2018
Publisher: ACTAPRESS
Date: 2012
Publisher: IGI Global
Date: 2013
Publisher: Springer US
Date: 2009
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-1918-0.CH012
Abstract: The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4422-9.CH063
Abstract: The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.
Publisher: Springer International Publishing
Date: 2019
Publisher: IEEE
Date: 08-2017
Publisher: Informa UK Limited
Date: 09-1999
Publisher: MIT Press - Journals
Date: 10-2013
DOI: 10.1162/LEON_A_00648
Abstract: A virtual global eMuseum system, (GEMS) is a digital knowledge sharing system, connecting young children and community elders through a ubiquitous design. Respecting the values and requirements of the broadest community possible, GEMS follows a traditional practice where much of what we learn is handed down by previous generations in a direct familial fashion through stories, games and pictures. Now the Internet escalates opportunities to pass on our folk history and traditions. Increasing access to generational wisdom in this fashion provides a living testimony of who we are. This project is using GEMS to implement a virtual interactive community history kiosk. Children yet, the tale to hear, Eager eye and willing ear. Lovingly shall nestle near. —Lewis Carroll
Publisher: University of Silesia in Katowice
Date: 16-06-2022
DOI: 10.31261/IJREL.2022.8.1.03
Abstract: This study presents the research results obtained after the assessment of the digital competences of the pre-service and in-service teachers after their completion of the MOOC “Contemporary ICT Tools and Innovative Methods of Creative Education”. The paper provides a short description of the MOOC, requirements to pass the course and analysis of the learning outcomes through the students’ self-evaluation and feedback. The MOOC was developed in Polish and English within the project “MOOCs for Sciences of Education” and hosted on the Polish MOOCs platform Navoica (www.navoica.pl) within the framework of the competition, initiated by of Ministry of Education and Science of Poland and National Center for Research and Development (NCBR ‒ Narodowe Centrum Badań i Rozwoju) on “Direction to the MOOC”. Keeping in mind that Massive Open Online Courses (MOOCs) have developed into a mainstream for universities, education reformers and startup companies, especially in the time of the COVID-19, the study is believed to contribute to the development of the MOOC pedagogy, and address the question of the MOOCs effectiveness for students’ learning outcomes and satisfaction. The experimental MOOC “Contemporary ICT Tools and Innovative Methods of Creative Education”, which was aimed at enhancing teachers’ digital competences, contained 8 modules, and was attended by more than 90 students through its 1st edition in 2020‒2021. The conclusions of the MOOC in focus and overall recommendations on enhancing the MOOCs effectiveness for formal education and learning outcomes have been evaluated based on the research data and provided accordingly. The selected statistical analyses and the data comparisons were made using Wilcoxon’s test at the significance level alpha = 0.05. The normality of the distributions of the studied variables was checked using the Shapiro Wilk test.
Publisher: Penerbit UTM Press
Date: 17-12-2015
DOI: 10.11113/JT.V77.6844
Abstract: The use of multimedia instructions for learning purposes has become very common due to the advances of the Internet technology. With this reason, museums around the world are utilizing such technology in order to provide richer museum learning experiences to their visitors. This paper discusses a study that investigated the relationship between multimedia instructional strategies with in idual cognitive styles preferences in a museum environment. Comparison of the web-based and physical museum settings , the findings based on a pre-test post-test quasi experiment reveals that the general performances of museum visitors exposed to multimedia instructions in a web-based environment is better than in the physical environment. Further analysis on the in idual cognitive styles preferences (SCSD) and the combined cognitive style (CCSD) were also discussed. The analysis also reveals that there is an interactive effect between the in idual cognitive styles and the multimedia instructions in the museum learning experience.
Publisher: Inderscience Publishers
Date: 2018
Publisher: CRC Press
Date: 05-11-2014
DOI: 10.1201/B17724-19
Publisher: Springer Berlin Heidelberg
Date: 2016
Publisher: Springer New York
Date: 03-11-2010
Publisher: IGI Global
Date: 2010
DOI: 10.4018/978-1-60566-735-5.CH010
Abstract: This chapter introduces a design process for developing useful information communication technologies for the human services. Key to the success of the design process is an in-depth knowledge and understanding of user needs and requirements. The stages involved in the design process are presented in this chapter and include: user and task analysis, persona and scenario development and the establishment of measurable usability goals. A case study illustrates the application of this design process to develop a Web enabled electronic work requirement awareness program (e-WRAP) for people recovering from mental illness seeking employment. The challenge for social workers is to use these new technologies to improve service provision and enhance quality of life without compromising ethical standards of practice particularly in relation to client confidentiality, privacy and self-determination.
Publisher: IEEE
Date: 12-2014
Publisher: IGI Global
Date: 2010
DOI: 10.4018/978-1-60566-735-5.CH001
Abstract: This chapter explores technological developments in the human services and the educational requirements of a skilled labor force. It is argued that learner experiences can be enhanced by adopting a blended approach that includes face- to- face and online activities. Careful planning is required that matches desired learning experiences and learner characteristics with appropriate educational design and architectures. The main views of learning discussed are absorption, behavioral and cognitive with consideration of the most appropriate learning architectures to support these. A case study highlights the complexity of applying these in practice, as well as the importance of community building in the online environment.
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-5225-0783-3.CH078
Abstract: Internationalising the curriculum is a priority of universities worldwide and increasingly a focus of social work education. Social workers espouse principles of global justice and community development yet social work in Australia remains locally focused. A review of international and local trends in the literature on ePedagogy and social work education within the context of internationalising the social work curriculum highlights current trends and practices in blended delivery and future opportunities provided by massive open online courses (MOOCs). Consideration of a case study of educational practices in the design and delivery of a community work course in blended delivery mode in Australia and India and via MOOC offering reveals that contemporary educational technologies can facilitate quality learning and teaching experiences. It is argued that increased flexibility in course offerings provides students with greater choice to engage in a range of quality educational experiences that are locally and globally contextualized. This chapter is well placed for the discussion on social networking and collaborative learning MOOCs – building MOOCs communities.
Publisher: IGI Global
Date: 10-2024
DOI: 10.4018/978-1-7998-8805-5.CH005
Abstract: The digital economy is now upon us, providing new customer-centric business models fostered during the digital transformation of Industry 5.0. Social networks, mobile applications, data analytics, cloud dependency, and the (IoT) Internet of Things were just vehicles for change. Swept up in this rush for automated business operations is awareness of balancing network complexity and personalizing information measurement systems. This chapter takes a five-pronged approach to situate where the concept of personalized measurement design fits within Industry 5.0. The first section explains how digital transformation has merged multidisciplinary specializations. The second section deals with the preparations for personalized measurement design to enhance the flexibility of online assessment practice. The third section shows how social science knowledge society opens an Industry 5.0 pathway to achieve fully automated human-computer interaction (HCI). The fourth section is about designing flexible online assessments. The final section discusses the next generation of learning analytics.
Publisher: Springer Berlin Heidelberg
Date: 2007
Publisher: Springer Berlin Heidelberg
Date: 2013
Publisher: IGI Global
Date: 2007
Publisher: Springer International Publishing
Date: 05-12-2022
Publisher: IEEE
Date: 12-2014
Publisher: IEEE
Date: 08-2015
Publisher: Springer International Publishing
Date: 05-12-2022
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Emerald
Date: 13-03-2020
DOI: 10.1108/JARHE-06-2019-0144
Abstract: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR). This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready (2) Ready (3) No Sure (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity). This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high yet concern was raised about the financial and managerial readiness of institutions across the region. This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.
Publisher: IEEE
Date: 12-2014
Publisher: Springer International Publishing
Date: 2016
Publisher: IGI Global
Date: 2011
DOI: 10.4018/978-1-60960-057-0.CH024
Abstract: In defining ‘effective HCI’ one may turn to the literature. While there can be no doubt that the ‘techno-vista’ has changed dramatically in the past decade there are many new entries in the literature, which still elevate the mechanistic orientation of information communications technology (ICT), placing the social connectedness of human beings in a dependent context. Professor Bradley’s voice however shines through revealing her polite yet determined mindset that places human beings in the technological driving seat. This chapter presents a reprinted paper (McKay, 2007b) to acknowledge Professor Bradley’s dedicated encouragement for research into the interactive effects of ICT tools and computer literacy on the ‘multifaceted’ nature of human beings. As Professor Bradley explains that to test her ‘Convergence Model’, “…. we must develop new concepts to reflect the changes that are occurring, and grasp the latest new phenomena in depth” (Bradley, 2006, p.57). Effective HCI means having a trusted, interactive and communicative computing environment that lets users decide whether to trust it for a particular purpose, or not furthermore, effective educational HCI is about knowing how to develop a learning design that provides access to an education information system that is easy to use, offering a safe environment for knowledge and cognitive skill development that supports the joy for life-long learning.”(McKay, 2007a, p.xii) The following reprinted McKay paper presents two such research projects that tap right into some of the issues that are faced by people through their basic right for unencumbered access to information, as described by Professor Bradley as “psychosocial life environment/quality of life and well being” (Bradley, 2006, p.61). In these funded research projects, McKay highlights the need to enhance access to Web-mediated information for those people who may need special help. Evidence gained through these projects suggests that unless we have input from the corporate sector, little progress will be forthcoming. Sadly however, this is not a new observation the corporate sector has been on notice for several decades: “Family policy was also a part of constructive work environment actions when data processing systems were introduced” (Bradley, 2006, p.199). These two McKay research studies serve to reinforce Professor Bradley’s ‘Convergence Model’ as an effective HCI knowledge developing tool. It is however, incumbent upon the corporate sector to link the interrelating worlds of: globalisation, ICT, life environment, life role and their effects on humans.
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-322-7.CH016
Abstract: This chapter introduces project management as a pivotal tool that underpins successful information systems design. It argues that the strength of the human-dimension of human-computer interaction (HCI) is often omitted by system designers. It discusses some of the issues that arise when dealing with a multi-disciplined project team. These include dealing with a non-conventional learning context, the challenge of designing an appropriate learning design and instructional architecture. Furthermore, the authors hope that understanding the underlying principles of effective conflict management throughout the process of systems design will inform others of a better communication methodology for dealing with difficult behaviour when designing an information system. It is also hoped that this discussion will assist in the understanding of the intricate and interactive relationships that arise between the different elements of HCI.
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-328-9.CH007
Abstract: Ever since the enthralling book Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (Laurillard, 1993) the literature has burst forth with a plethora of new and exciting ways for teacher and student use of information and communications technology (ICT) to enhance learning. Our chapter mirrors the enormous spread of professional practice involved in bringing about effective human-computer interaction (HCI) for Web-based education.
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Berlin Heidelberg
Date: 2003
Publisher: Informa UK Limited
Date: 12-1999
Publisher: IEEE
Date: 2000
Publisher: Wiley
Date: 09-2003
Publisher: Springer US
Date: 2007
Publisher: IEEE
Date: 08-2015
Publisher: IEEE Comput. Soc
Date: 2001
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8324-2.CH005
Abstract: Internationalising the curriculum is a priority of universities worldwide and increasingly a focus of social work education. Social workers espouse principles of global justice and community development yet social work in Australia remains locally focused. A review of international and local trends in the literature on ePedagogy and social work education within the context of internationalising the social work curriculum highlights current trends and practices in blended delivery and future opportunities provided by massive open online courses (MOOCs). Consideration of a case study of educational practices in the design and delivery of a community work course in blended delivery mode in Australia and India and via MOOC offering reveals that contemporary educational technologies can facilitate quality learning and teaching experiences. It is argued that increased flexibility in course offerings provides students with greater choice to engage in a range of quality educational experiences that are locally and globally contextualized. This chapter is well placed for the discussion on social networking and collaborative learning MOOCs – building MOOCs communities.
Publisher: Inderscience Publishers
Date: 2018
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-340-1.CH014
Abstract: Most of Finland’s landmass consists of vast, sparsely populated rural areas. Even though there are high school students in these areas who are interested in Computer Science (CS), and especially in programming, the educational institutions that they attend in these rural areas cannot offer them more advanced levels of CS studies. To meet this need, the Department of Computer Science of the University of Joensuu, Finland, has devised for such students an e-learning program called ViSCoS (Virtual Studies of Computer Science). This program enables ViSCoS students to study first-year university-level Computer Science courses through the medium of the Web. A total of 109 students completed the ViSCoS program between the years 2000-2005. The designers of the program concomitantly created a number of digital learning environments that supports ViSCoS learning and teaching activities. The FOrmative DEvelopment Method (FODEM), an action research-oriented design method used in the ViSCoS program, has enabled gradual development in the program.
Location: Australia
Start Date: 03-2009
End Date: 03-2012
Amount: $78,420.00
Funder: Australian Research Council
View Funded Activity