bluuebunny/crossref_metadata_2025 huggingface dataset:
Designing and Evaluating In-Car User-Interfaces
Authors: Burnett Gary
Published: May 2011

The introduction of computing and communications technologies within cars raises a range of novel human-computer interaction (HCI) issues. In particular, it is critical to understand how user-interfaces within cars can best be designed to account for the severe physical, perceptual and cognitive constraints placed on users by the driving context. This chapter introduces the driving situation and explains the range of computing systems being introduced within cars and their associated user-interfaces. The overall human-focused factors that designers must consider for this technology are raised. Furthermore, the range of methods (e.g., use of simulators, instrumented vehicles) available to designers of in-car user-interfaces are compared and contrasted. Specific guidance for one key system, vehicle navigation, is provided in a case study discussion. To conclude, overall trends in the development of in-car userinterfaces are discussed and the research challenges are raised.
Collaborative Learning in a Mobile Technology Supported Classroom
Authors: Kong Siu Cheung
Published: May 2011

This chapter introduces the migration of a Web-based cognitive tool (CT) for the generation of procedural knowledge about mathematical fractions from a desktop version to a mobile version. It aims to provide insight into the potential of human-computer interaction in mobile learning environments to encourage reciprocal tutoring and foster collaborative learning. A collaborative mobile learning environment is designed using a design-based research approach. A Web-based CT for learning the concept of fraction equivalence is improved and modified to suit the environment as applied to a mobile technology supported classroom. This chapter first delineates the theoretical design approach and empirical design methodology that underlie the migration exercise, and then discusses the architectural design of artifacts and the pedagogical design of learning activities to shed light on the development and application of mobile technology in a classroom learning environment.
Adaptive Interfaces in Mobile Environments
Authors: Mitrovic Nikola , Mena Eduardo , Royo Jose Alberto
Published: May 2011

Mobility for graphical user interfaces (GUIs) is a challenging problem, as different GUIs need to be constructed for different device capabilities and changing context, preferences and users’ locations. GUI developers frequently create multiple user interface versions for different devices. The solution lies in using a single, abstract, user interface description that is used later to automatically generate user interfaces for different devices. Various techniques are proposed to adapt GUIs from an abstract specification to a concrete interface. Design-time techniques have the possibility of creating better performing GUIs but, in contrast to run-time techniques, lack flexibility and mobility. Run-time techniques’ mobility and autonomy can be significantly improved by using mobile agent technology and an indirect GUI generation paradigm. Using indirect generation enables analysis of computer-human interaction and application of artificial intelligence techniques to be made at run-time, increasing GUIs’ performance and usability.
Model-Based Target Sonification in Small Screen Devices
Authors: Eslambolchilar Parisa , Crossan Andrew , Murray-Smith Roderick , Dalzel-Job Sara , Pollick Frank
Published: May 2011

In this work, we investigate the use of audio and haptic feedback to augment the display of a mobile device controlled by tilt input. The questions we answer in this work are: How do people begin searching in unfamiliar spaces? What patterns do users follow and which techniques are employed to accomplish the experimental task? What effect does a prediction of the future state in the audio space, based on a model of the human operator, have on subjects’ behaviour? In the pilot study we studied subjects’ navigation in a state space with seven randomly placed audio sources, displayed via audio and vibrotactile modalities. In the main study, we compared only the efficiency of different forms of audio feedback. We ran these experiments on a Pocket PC instrumented with an accelerometer and a headset. The accuracy of selecting, exploration density, and orientation of each target was measured. The results quantified the changes brought by predictive or “quickened” sonified displays in mobile, gestural interaction. Also, they highlighted subjects’ search patterns and the effect of a combination of independent variables and each individual variable in the navigation patterns.
Assessing Human Mobile Computing Performance by Fitts' Law
Authors: Alexander Thomas , Schlick Christopher , Sievert Alexander , Leyk Dieter
Published: May 2011

This chapter describes the interdependence between locomotion while walking and human input performance in mobile Human-Computer-Interaction (HCI). For the analysis of the interdependence, appropriate performance measures, for example, subjective workload ratings or error rate, have to be applied. The way in which Fitts’ law can enhance the analysis is explained. In an experiment with n=18 participants, the general indices of performance (bits per second) were measured while standing and walking with constant speed (2, 3.5, 5 km/h). Results show a significant increase of the error rate and a significant decrease of the index of performance for increased walking speed. Subsequent regression analyses allow quantitative estimation of these effects. The results show a division of the interdependence in two parts, based on the difficulty of the input task; they define threshold values for accuracy of user input. These values can be applied for the implementation and design of future Graphical User Interfaces (GUI) for mobile devices.
Designing a Ubiquitous Audio-Based Memory Aid
Authors: Patel Shwetak N. , Truong Khai N. , Hayes Gillian R. , Iachello Giovanni , Kientz Julie A. , Abowd Gregory D.
Published: May 2011

The ephemeral nature of sound can be problematic when people cannot recall something they heard. Motivated by everyday conversational breakdowns, a continuous, near-term audio buffering application named the Personal Audio Loop was designed to recover audio content from the recent past using the mobile phone platform. The investigation of the potential usefulness in everyday life, the level of ubiquity and usability required of the service, and the social and legal considerations for long-term adoption is presented. The methods used include a controlled laboratory study, in-situ diary and eventcontingent experience sampling studies, examination of legislation, and deployment of the technology over several weeks.
The Development of National ICT Policy in Kenya
Authors: Waema Timothy Mwololo
Published: May 2011

The role that information and communication technologies (ICT) could play in socio-economic development has been recognized by governments worldwide. The most important starting point in most countries is a national ICT policy. In many developing countries, ICT policy development has increasingly become a participatory process. This is largely as a result of implementing policy reforms, with a strong emphasis on governance systems. This chapter is a case study of the development of national information and communication technology policy in Kenya, the influences of regional institutions and their products, and the role of the private sector and civil society. The chapter is based on a study that was carried out by reviewing existing relevant documents and by interviewing key persons involved in national and regional ICT policy in Kenya. The chapter also presents the challenges, conclusions, recommendations, and future research directions based on the case.
Digital Preservation by Design
Authors: Kowalczyk Stacy
Published: May 2011

Current knowledge is produced, disseminated, and stored in digital format. This data will not be preserved by benign neglect; digital information will be preserved only through active management. This chapter will provide a theoretical foundation for digital preservation, an overview of current best practice for digital preservation, and a research agenda as well as a proscriptive framework by which to design digital preservation into a system.
Semantic Social Software
Authors: Schaffert Sebastian
Published: May 2011

This chapter describes what I believe makes Social Software attractive for the Semantic Web community, and what makes the Semantic Web attractive for the Social Software community. It also derives challenges for the Semantic Web community to address that seem relevant to us based on our experience with Social Software and the Semantic Web. In the remainder of this introduction, I briefly introduce Social Software, the Semantic Web, and the combination of both, which I call Semantic Social Software.
Enabling Learning on Demand in Semantic Work Environments
Authors: Schmidt Andreas
Published: May 2011

The new flexibility of workers and work environments makes traditional conceptions of training in advance, in rather large units and separate from work activities, more and more obsolete. It is not only the problem of inert knowledge (i.e., knowledge that can be reproduced, but not applied; Bereiter & Scardamalia, 1985), but also the degree of individualization of learning paths these traditional methods cannot cope with. What we actually need is learning on demand, embedded into work processes, responding to both requirements from the work situation and from employee interests, a form of learning crossing boundaries of e-learning, knowledge management, and performance support (Schmidt, 2005). Many see self-steered learning as the salvation for that new paradigm (in contrast to course-steered learning activities), but this ignores the fact that guidance is essential—both for the learner (reducing the cognitive load) and for the company (enabling the manageability of learning processes). As a consequence, we have elaborated a concept in between: context-steered learning in which learners get contextualized recommendations of learning opportunities. Implementing such a method requires a semantic work environment infrastructure that allows computer systems for getting hold of work situations and the learning needs arising out of them. Especially crucial is a semantic model of human resource development in such a setting just at the right level of complexity (not simplifying too much, but still manageable), a set of services and a user context management component for capturing and maintaining the information about what the user is currently doing and what’s her state.
Comparing Open Source Digital Library Software
Authors: Pyrounakis George , Nikolaidou Mara
Published: May 2011

In the last years, a great number of digital library and digital repository systems have been developed by individual organizations, mostly universities, and given to the public as open-source software. The advantage of having many choices becomes a great headache when selecting a digital library (DL) system for a specific organization. To make the decision easier, five well-known and extensively used systems that are publicly available using an open source license are compared, namely DSpace, Fedora, Greenstone, Keystone, and EPrints. Each of them have been thoroughly studied based on basic characteristics and system features emphasizing multiple and heterogeneous digital collection support. Results are summarized in a score table. Cases for which each of these systems is considered as the most suitable are proposed.
Semantic Association Analysis in Ontology-Based Information Retrieval
Authors: Barnaghi Payam M. , Wang Wei , Kurian Jayan C.
Published: May 2011

The Semantic Web is an extension to the current Web in which information is provided in machine-processable format. It allows interoperable data representation and expression of meaningful relationships between the information resources. In other words, it is envisaged with the supremacy of deduction capabilities on the Web, that being one of the limitations of the current Web. In a Semantic Web framework, an ontology provides a knowledge sharing structure. The research on Semantic Web in the past few years has offered an opportunity for conventional information search and retrieval systems to migrate from keyword to semantics-based methods. The fundamental difference is that the Semantic Web is not a Web of interlinked documents; rather, it is a Web of relations between resources denoting real world objects, together with well-defined metadata attached to those resources. In this chapter, we first investigate various approaches towards ontology development, ontology population from heterogeneous data sources, semantic association discovery, semantic association ranking and presentation, and social network analysis, and then we present our methodology for an ontology-based information search and retrieval. In particular, we are interested in developing efficient algorithms to resolve the semantic association discovery and analysis issues.
Using Topic-Specific Ranks to Personalize Web Search
Authors: Stamou Sofia
Published: May 2011

This chapter introduces a personalized ranking function as a means of offering Web information seekers with search results that satisfy their particular interests. It argues that users’ preferences can be accurately identified based on the semantic analysis of their previous searches and that learnt user preferences can be fruitfully employed for personalizing search results. In this respect, we introduce a ranking formula that encapsulates the user’s interests in the process of ordering retrieved results so as to meet the user’s needs. For carrying out our study we relied on a lexical ontology that encodes a number of concepts and their interrelations and which helps us determine the semantics of both the query keywords and the query matching pages. Based on the correlation between the query and document semantics, our model decides upon the ordering of search results so that these are personalized.
Digital Libraries and Ontology
Authors: Santos Neide , Campos Fernanda C.A. , Braga Villela Regina M.M.
Published: May 2011

Nowadays, social, economical, cultural, and technological changes deeply stress the professional profiles. As a consequence, everyone needs to be continually improving his/her professional skills by means of different kinds of continuing learning or lifelong learning. This changeable context also stresses the teachers’ job. Networking technologies can be useful in helping teachers to improve their skills anywhere (i.e., home, office, or school). However, the Web had grown up as a business space and has become an important repository of all kinds of information. As a result, searching information is a hard and slow process. Tools for data retrieval work at the syntactic level, disregarding the semantic aspects. Solutions show up to Web Semantic technologies. Our contribution is to develop a digital library for the e-learning specific domain using ontology-based semantic querying.
Word Segmentation in Indo-China Languages for Digital Libraries
Authors: Na Jin-Cheon , Thet Tun Thura , Goh Dion Hoe-Lian , Theng Yin-Leng , Foo Schubert
Published: May 2011

This chapter introduces word segmentation methods for Indo-China languages. It describes six different word segmentation methods developed for the Thai, Vietnamese, and Myanmar languages and compare different approaches in terms of their algorithms and results achieved. The discussion and comparison of these word segmentation methods will provide underlying views about how word segmentation can be achieved and employed in Indo-China languages to support search functionality in digital libraries.
Handhelds for Digital Libraries
Authors: Veronikis Spyros , Tsakonas Giannis , Papatheodorou Christos
Published: May 2011

The present chapter introduces digital library services’ utilization through handheld devices, such as personal digital assistants (PDAs) and smartphones. It argues that handheld devices proliferation justifies the term digital library in terms of anywhere-anytime access, and retrieval and management of information. Furthermore, these devices constitute powerful information harvesting tools that help users enhance their interaction with information spaces, both of physical and digital form. The chapter presents the services that can be accessed by means of portable devices and analyzes the main sociotechnical issues that arise and influence user interaction. Factors that affect acceptance of these devices are discussed, and future trends are presented to outline the research landscape for the forthcoming years.
Map-Based User Interfaces for Music Information Retrieval
Authors: Neumayer Robert , Rauber Andreas
Published: May 2011

In this chapter, we introduce alternative ways to access digital audio collections. We give an overview of existing applications based on tow-dimensional, map-like representations of music collections. Further, we explain two applications for accessing audio files that are based on the Self-Organising Map, an unsupervised neural network model. These two applications—PlaySOM and PocketSOM—will be explained in greater detail, paying special attention to their unique properties and implementations for several mobile devices. These examples are supposed to gain the readers’ interest for alternative interfaces to large audio collections. Besides, we hope to show that alternative interfaces are feasible for both desktop computers and mobile devices and offer a practical approach to pressing issues in accessing digital collections.
USGS Digital Libraries for Coastal and Marine Science
Authors: Lightsom Frances L. , Allwardt Alan O.
Published: May 2011

The U.S. Geological Survey (USGS) has developed three related digital libraries providing access to topical and georeferenced information for coastal and marine science: the Marine Realms Information Bank (MRIB) and its two offshoots, the Monterey Bay Science Digital Library and Coastal Change Hazards Digital Library. These three members of the MRIB family run on the same software and share a common database, but they employ different user interfaces targeting different audiences. This chapter reviews (1) distributed geolibraries, the conceptual foundation for MRIB, (2) the modular software of MRIB, permitting the rapid development of customized user interfaces, and (3) the Electronic Index Card (EIC) Creation Utility, encouraging users to contribute new metadata records to the MRIB database. The accompanying discussion addresses several challenges facing digital library developers: providing for scalability in the system; ensuring interoperability with other systems; and meeting the demands of characterizing information while facilitating its search and retrieval.
Anywhere, Anytime Learning Using Highly Mobile Devices
Authors: van ‘t Hooft Mark , Brown-Martin Graham , Swan Karen
Published: May 2011

In a world that is increasingly mobile and connected, the nature of information resources is changing. The new information is networked, unlimited, fluid, multimodal, and overwhelming in quantity. Digital technologies, such as mobile phones, wireless handheld devices, and the Internet, provide access to a wide range of resources and tools, anywhere and anytime. This type of access and connectivity has also had an impact on how we collaborate on projects and share media and therefore, greatly increases opportunities to learn inside and outside institutionalized school systems. Learners now have the tools to take learning beyond classrooms and the school day.
APEC Cyber Academy
Authors: van ‘t Hooft Mark , Lin Yimei , Chou Candace , Lin Chi-Syan
Published: May 2011

Web-based learning environments have become an integral part of both traditional face-to-face and online education (Bonk & Graham, 2006; Moore, 2005). Over the past decade, the boom of online learning has contributed to the creation of course management systems that are designed to provide better accessibility to students. Many of the systems claim to support pedagogical visions with good human-computer interfaces (HCI) that encourage peer collaboration, knowledge construction, mentoring, and community building, using such basic tools as content management, course delivery, discussion boards, and assessment modules. The functionalities of a Web-based learning environment can either dictate or extend the instructional activities that a teacher can apply in the classroom.
Applying Critical Thinking Skills on the World Wide Web
Authors: Juneau Karen R.
Published: May 2011

Like a phoenix rising from the ashes, every decade brings a renewed call for the importance of teaching critical thinking. Across the disciplines the importance of the subject is universally recognized, an interesting phenomenon since there is no common definition of critical thinking. To a scientist, critical thinking is often equated with the scientific method. To a philosopher, critical thinking implies a logical analysis of an argument and the ability to develop abstractions. To an engineer, critical thinking refers to effective problemsolving skills.
Blogs
Authors: Hricko Mary
Published: May 2011

A blog (shortened version of Weblog) is an online journal usually displayed on a Web site that contains entries listed in reverse chronological order. Blogs combine text, images, hyperlinks, and in some cases, audio to provide information on a specific topic. Blogs are used for a variety of purposes, primarily as selfpublishing online diaries and Web journals, but they also serve as news sources for social, political, and cultural interests.
Digital Storytelling in Teacher Education
Authors: Wright Vivian H.
Published: May 2011

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.
E-Commerce Models and Consumer Concerns
Authors: Peterson Richard
Published: May 2011

Electronic commerce (e-commerce) refers generally to all forms of buying, selling, transforing, exchanging products, services, or information over computer networks (Carter, 2002). Business activities such as communication, business transactions, and data transfer, including both organizations and individual, are conducted online. The “electronic” or “e” in e-commerce or e-business refers to the technology/systems; the “commerce” refers to the traditional business models. Things like funds transfer, order booking, data interchange, automated inventory management, and online marketing all come under the purview of e-commerce (Erber, Klaus, & Voigt, 2001). For instance, people and organizations can shop around the Web to find the products, prices, and services that suit them best and order and pay for items without a physical presence of either the shopper or the merchandise.
Educational Accessibility to Technology
Authors: Hartsell Taralynn
Published: May 2011

In education, providing access to instructional materials and resources is important for any type of learning to occur. If students do not have access to the resources necessary for them to complete projects, perform research, retrieve data information, communicate with others, and so forth, then learning will be impaired. Universal access is a concept that describes the usability and accessibility to content and information by the largest range of people (Mills, 2006; Roblyer, 2006). Applied to the learning environment, universal design requires that the curriculum includes alternative methods for information access by individuals with different backgrounds, learning needs, abilities, and disabilities in various learning contexts. When this concept is applied to the design and development of Web pages, universal design is known specifically as Web accessibility. This overview discusses the importance of providing access to specific forms of computer and Internet technologies. In addition, the discussion will define technology accessibility (or universal access) why such access is needed, means of ensuring such access, and methods of evaluating accessibility.
Electronic Textbook Technology in the Classroom
Authors: Crawshaw Amy B.
Published: May 2011

One of the most underutilized technologies available to the school systems of this nation is the e-book. Although the technology has been available for five years or more, school boards overwhelmingly choose paper-bound sources for their textbook needs over electronic texts. In today’s technically savvy world where BlackBerries, iPods, and laptops are commonplace, even given to students as in the case of Quaker Valley School District, electronic textbooks should be considered as a valid alternative to traditional learning media.
Evaluating Technology-Based Instruction (TBI)
Authors: Okojie Mabel C.P.O. , Okojie-Boulder Tinukwa C. , Boulder James
Published: May 2011

Decades ago, instructional evaluation has in most cases focused on the objectives of the lesson, methods of delivering instruction, and outcome learning. This form of evaluation focuses primarily on teaching and learning process within the confines of the classroom and does not include all the factors that impact learning outcome. Instructional practice and its evaluation process are becoming more complex with the application of technology into pedagogy. In order to identify areas of success or failure, all aspects of technologybased instruction need to be evaluated. It is therefore important to evaluate instructional technology as part of a pedagogical process and not as a single, isolated unit. It is also important that technology being used to facilitate instruction be evaluated to determine its appropriateness in meeting the needs of the students and the goals of the instruction.
Exploiting Agent Technology
Authors: Lin Hong
Published: May 2011

Agent-oriented design has become one of the most active areas in the field of software engineering. The agent concept provides a focal point for accountability and responsibility for coping with the complexity of software systems both during design and execution (Yu, 2001). It is deemed that software engineering challenges in developing large-scale distributed systems can be overcome by an agent-based approach (Paquette, 2001). In this approach, a distributed system can be modeled as a set of autonomous, cooperating agents that communicate intelligently with one another, automate or semi-automate functional operations, and interact with human users at the right time with the right information.
Group Decision Support Systems
Authors: Wang John , Yao James
Published: May 2011

Group decision support systems (GDSSs) which aim at increasing some of the benefits of collaboration and reducing the inherent losses are interactive information technology-based environments that support concerted and coordinated group efforts toward completion of joint tasks (Dennis, George, Jessup, Nunamaker, & Vogel, 1998). The term group support systems (GSSs) was coined at the start of the 1990’s to replace the term GDSS. The reason for this is that the role of collaborative computing was expanded to more than just supporting decision making (Patrick & Garrick, 2006). For the avoidance of any ambiguities, the latter term shall be used in the discussion throughout this paper.
Instructional Design
Authors: Pate George , Du Jianxia
Published: May 2011

Because of the growing number of older adults per total population, discussion has grown regarding the cognitive learning needs of older adults. In this article, I will look at what research has discovered and what actions have been taken in regard to meeting those needs. I also wanted to know whether instructional designers needed to consider those learning needs in their instructional design practices. But why should instructional designers even consider the cognitive learning needs of older adults. Aren’t these older adults past the point of learning or having the need to learn? Aren’t they just going to retire, relax, travel, do hobbies, visit the grandchildren, and live off of their retirement income?
Interactive Videoconferencing
Authors: McKaveney Edward W.
Published: May 2011

The convergence of once disparate voice, video, and data telecommunication technologies and the increasing adoption and cost effective availability of high bandwidth network services among educational institutions, businesses, and home users has rapidly altered the landscape of technology-mediated communications (TMC) in instructional settings. In combination with the use of distance learning technologies, such as Web-based chat and threaded discussion boards that facilitate both synchronous and asynchronous collaboration, many instructional environments are increasingly adopting a blended approach to instruction that includes video communications. One of the evolving and dynamic technology tools that schools and institutions are increasingly utilizing or planning for in learning environments is videoconferencing because of its ability to offer media rich interactive learning opportunities (NCES, 2001; USDOE, 2004). The extent to which the adoption of TMCs and the closely related subject of information communication technologies (ICT) has transformed education is an ongoing debate that continues to be the focus of a variety of academic and industry research studies. One subset of both TMC and ICT that continues to substantially alter classroom pedagogical practices and the perceived viability of distance education is two-way interactive video communications also known as interactive videoconferencing (IVC). The use of videoconferencing in education has rapidly grown over the past several decades. As technology rich learning spaces continue to be constructed, videoconferencing has the ability to substantially alter both face-to-face and online learning. Through numerous authentic learning opportunities, social interactions, virtual field trips and experiences, global communications, and increased personalized contact, videoconferencing facilitates diverse instructional strategies in support of multiple learning styles and cognitive development. To fully and effectively utilize this tool, it is essential that educators are continuously trained on and informed of the evolving teaching and learning methods, styles, and strategies enabled through the dynamic advances in videoconferencing and related instructional technologies. With these changing pedagogical practices and the increasing use of blended learning, new ways of measuring interaction and evaluating instruction need to be developed and teachers will need to be trained on its use and best practices. This and the institutional sustainability of these endeavors are critical aspects of this author’s ongoing research as well as that of several others (Caspi & Gorsky, 2005; Cox & Webb, 2004; Kozma, 2003; Lim, Pek, & Chai, 2005; Lou, Bernard & Abrami, 2006).
Investigating Computer Forensics
Authors: Brown Steve
Published: May 2011

Forensics is the application of sciences that help to seek out, examine, and answer questions about certain characteristics. For example, forensic toxicology helps us understand certain drug interactions, whereas forensics evidence helps us understand evidence that is uncovered at a crime scene. Since computers are now often used in criminal activity, a forensic branch of science has been created termed computer forensics. Unfortunately, unlike other forensics sciences, the complexity, legality, and even the nature of computer forensics may make it more vulnerable to errors.
Maslow in the Digital Age
Authors: Juneau Karen R. , Barmettler Mary Jane
Published: May 2011

The works of few individuals have impacted such a large variety of fields as the work of Abraham Maslow. His work describing human motivation in terms of needs and the priorities assigned to those needs has been cited by over 4,000 scholarly writers in a wide variety of disciplines including psychology, management, education, and theology. Although Maslow’s work is founded on the most basic of human interactions, the recognition and fulfillment of needs, digital realities are altering human interaction patterns. Social morality and norms are still being defined for a technology that has advanced more rapidly than cultural conventions have evolved. As technology expands the varieties of human experience, how does the Internet support the individual satisfaction of needs as defined by Maslow?
Mobile Learning
Authors: Yuen Steve Chi-Yin , Yuen Patrivan K.
Published: May 2011

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004).
Pedagogical Characteristics Affecting Student Learning
Authors: Sidhu S. Manjit
Published: May 2011

Student in today’s undergraduate level classrooms often display widely varying characteristics that extremely affect learning outcome. Although student characteristics have been widely studied in the more traditional teaching and learning environments, educators have just begun exploring the applications in interactive multimedia and its associated technological techniques. This article first describes some pedagogical characteristics that could affect students in their learning and than discuss some student learning styles.
Reexamining the Digital Divide
Authors: Juneau Karen R.
Published: May 2011

The concept of the “digital divide” refers to perceived differences in opportunity and achievement caused by economic and social disparities that limit access to technology. In general, the concept represents that as technology advances, some groups within society gain greater access to more efficient technology while other groups that are unable or unwilling to participate in the use of technology are left behind. This lack of participation in the digital world is considered to place these individuals or groups at a disadvantage relative to their more connected peers. The term “digital divide” also describes information technology disparities between nations and technical accessibility disparities within smaller societal groups. Although this issue has been researched for over a decade, both the concept and proposed solutions to problems related to technology access are controversial. As the concept of a digital divide moves beyond economic issues, conflicts between technology and aesthetics are emerging as potential factors in the debate over the adoption of new technologies.
Spyware
Authors: Beedle Jon
Published: May 2011

Spyware is a software program that runs silently in the background draining valuable computer system resources while monitoring the user’s activities. Without a security suite or an antispyware software program installed on a user’s computer, this security breach is difficult for a user to identify while giving hackers an electronic line of attack in hijacking personal information. Spyware applications can run in the background at boot up, slow the microprocessor with requests, and take up random access memory. Spyware may reset a startup page or redirect your search engine; it may likely produce conspicuous advertising pop-ups each time a browser loads ordinary Web pages (Coustan, n.d.).
Technology and Student Achievement
Authors: Tomei Lawrence A.
Published: May 2011

Since the introduction of the No Child Left Behind (NCLB) Act of 2001, education in the United States has, in the words of President Bush, been seen as “a national priority and a local responsibility.” The first of the four basic education reform principles stated in the NCLB Act is local accountability for results. The second principle, flexibility and local control, empowers states to create their own standards and to test every student’s progress using tests aligned with these standards. In addition, there are also programs to promote the alignment of technology with educational goals within the NCLB legislation. In more and more states, school performance is assessed by means of a standardized assessment test which is designed to assess the academic level of students, schools, and districts. It is also intended to assist in identifying students’ strengths and weaknesses and to foster improvements in academic achievement. In one such state (that will remain anonymous) the reading and mathematics portions of the exam are administered to grades 5, 8, and 11.
Wireless
Authors: Beedle Jon
Published: May 2011

Many people in higher education have been computing for years, including faculty, staff, and students. Everyone has expectations of what they want and need on campus and that includes access anywhere and anytime to e-mail, data, and other electronic materials and documents accessible by computer only. As Cossey (2005) writes, “wireless technology has the potential to be a valuable enabler.” Wireless technology allows users to go mobile or without wires and to communicate with others and send data using mobile phones, personal digital assistants (PDAs), laptops, or handheld games. Typically, this wireless communication involves using radio waves or infrared waves to transport signals instead of cables.
Andragogy and Pedagogy in Learning Theories
Authors: Wang Viktor
Published: May 2011

A good question human resources development (HRD) and human resources management (HRM) practitioners ask is “why do we explore learning theories?” The simple answer is we want quality learning in our organizations. HRD, HRM interventions, and management policies are congruent with the assumptions about human nature and organizational life. Naturally, learning theories about human behavior carry with them assumptions about human nature, the purpose of training, and desirable values. Understandably then, a better understanding of the various learning theories will result in better decisions regarding learning experiences and more desirable outcomes (Knowles, Holton III, & Swanson, 2005). Without a doubt, learning theories will contribute to long-term gains in our human capital. The purpose of this article is neither to solely outline existing learning theories in contemporary human resource management settings nor to present an analysis of the theory of helping adults (andragogy) vs. the theory of teaching children (pedagogy). It is rather an attempt to incorporate andragogy and pedagogy into effective teaching/facilitating methods of human resource development and human resource management in contemporary organizations. The collaborative use of and ragogy and pedagogy is believed to lead to better learning outcomes in any organization (Knowles et al.,1998, 2005). In e-HRM, it does not necessarily require that andragogical approach be used. The collaborative or single use of andragogy and pedagogy depends on a plethora of factors: organizational differences, individual differences, and subject matter differences(Knowles et al., 1998, 2005). To address the above pertinent issues associated with HRD, HRM and e-HRM, it is necessary and important to look into two important terms, namely, andragogy and pedagogy and how these two different approaches affect effective teaching/facilitating methods of HRD, HRM, and e-HRM in today’s learning organizations.
A Corporate Social Capital View on E-HRM Implementation
Authors: Sasovova Zuzana , Leenders Roger Th. A.J.
Published: May 2011

Human resource management (HRM) can influence an organization’s human and organizational resources and provide organizational competitive advantage. E-HRM, defined as a “way of implementing HR strategies, policies, and practices in organizations through a conscious and directed support of and/or with the full use of Web-technology-based channels” (Ruël, Bondarouk, & Looise, 2004, p. 365) offers great possibilities for more successful HRM work. The group of stakeholders affected by e-HRM initiatives is frequently broader than the HR staff itself: it includes anyone who can receive updates of organizational dynamics, participate in online discussions, or choose career paths. Research shows that the most important challenge in e-HRM implementation is the required change in the mindsets of the involved HR personnel, line managers, and employees that makes such projects successful (Ruël et al., 2004). In this chapter we study how such mindsets emerge and evolve through the social relationships of the prospective users of the HRIS.
E-Government and E-HRM in the Public Sector
Authors: Joseph Rhoda C. , Ezzedeen Souha R.
Published: May 2011

From the Clinton-Gore attempts to “reinvent government” to public reform laws enacted worldwide, it is apparent that governments are responding to calls for improved public sector performance and accountability to citizens (Farazmand, 2004). Within these efforts, the introduction of electronic government (e-government), that is, the Web-based provision of information and services to government stakeholders (Lee, Tan, & Trimi, 2005), is among the most noteworthy. Under the e-government umbrella, e-human resources management (e-HRM), meaning the Web-based management of the employer-employee relationship (Ruël, Bondarouk, & Looise, 2004), is increasingly seen as conducive to enhanced government functioning. The goal of this article is to discuss governments’ use of e-HRM as a means of improving overall public sector performance. Technology and the strategic management of employees can contribute to firm performance and thus highlight the potential usefulness of e-HRM to the public sector. Following a brief overview of e-government, this article defines e-HRM, outlines its advantages, describes the experiences of select countries, and outlines a few challenges surrounding implementation. The article concludes with speculation on future trends.
Employer Brand Image Review and Future Strategies
Authors: Harold Crystal M. , Nolan Kevin P.
Published: May 2011

Researchers and human resource professionals alike are turning to the marketing literature to understand how to effectively “brand” organizations in an attempt to win the talent war. This chapter will review the history of employer brand image, present strategies for branding employers, and discuss future directions in employer branding research and practice. While there are many human resource practices that can influence the quality of human capital, one of the most important is recruitment (Barber, 1998; Terpstra & Rozell, 1993). With dramatic technological advancements over recent decades, however, the manner with which organizations approach recruitment has changed. E-recruitment has become an increasingly popular method to attract a larger pool of applicants. This is evidenced in the rise of online career search engines such as Monster.com or Careerbuilder.com, both widely used vehicles for advertising job openings and relaying pertinent information to job candidates. Technological advances and the rise in e-recruitment activities have also affected the ease with which applicants can acquire information about an organization. Access to organizational Web sites, Web logs, and other news media enable applicants to make judgments about an organization before ever having direct contact with an organizational representative.
E-Training in Ethical Behavior
Authors: Galla Donna
Published: May 2011

This article discusses the use of online or electronic e-training in ethical behavior and why this training is important to companies their stakeholders and to sustainable company growth. But what are the characteristics of an effective ethics training program? Four components are discussed. One only has to examine the news to learn of the latest unethical episode affecting leaders’ business and personal life. For example, in September 2004, the financial regulatory body of Japan announced the closure of Citigroup’s Private Banking business citing improper trading practices. Prior to this decision Citigroup admitted it erred in a bond deal in Europe which regulators got involved. The importance of ethics training can be seen in the number of ethics issues as they pertain to these examples of flawed reasoning and decision-making by company leaders and continuing today. Research has shown knowledge develops effective interventions that help to discourage unethical decisions (McMahon & Harvey, 2006). While it may be well known that colleges provide online courses, online corporate training for legal compliance is already being used by securities firms to deliver mandatory and highly regulated compliance information to registered representatives (Barnes & Blackwell, 2004).