title: Pervasive Personal Information Spaces

authors: Krishnan, Aparna

subjects: Information Space

abstract: Each user’s electronic information-interaction uniquely matches their information behaviour, activities and work context. In the ubiquitous computing environment, this information-interaction and the underlying personal information is distributed across multiple personal devices. This thesis investigates the idea of Pervasive Personal Information Spaces for improving ubiquitous personal information-interaction. Pervasive Personal Information Spaces integrate information distributed across multiple personal devices to support anytime-anywhere access to an individual’s information. This information is then visualised through context-based, flexible views that are personalised through user activities, diverse annotations and spontaneous information associations. The Spaces model embodies the characteristics of Pervasive Personal Information Spaces, which emphasise integration of the user’s information space, automation and communication, and flexible views. The model forms the basis for InfoMesh, an example implementation developed for desktops, laptops and PDAs. The design of the system was supported by a tool developed during the research called activity snaps that captures realistic user activity information for aiding the design and evaluation of interactive systems. User evaluation of InfoMesh elicited a positive response from participants for the ideas underlying Pervasive Personal Information Spaces, especially for carrying out work naturally and visualising, interpreting and retrieving information according to personalised contexts, associations and annotations. The user studies supported the research hypothesis, revealing that context-based flexible views may indeed provide better contextual, ubiquitous access and visualisation of information than current-day systems.

text: Pervasive Personal Information Spaces Each user’s electronic information-interaction uniquely matches their information behaviour, activities and work context. In the ubiquitous computing environment, this information-interaction and the underlying personal information is distributed across multiple personal devices. This thesis investigates the idea of Pervasive Personal Information Spaces for improving ubiquitous personal information-interaction. Pervasive Personal Information Spaces integrate information distributed across multiple personal devices to support anytime-anywhere access to an individual’s information. This information is then visualised through context-based, flexible views that are personalised through user activities, diverse annotations and spontaneous information associations. The Spaces model embodies the characteristics of Pervasive Personal Information Spaces, which emphasise integration of the user’s information space, automation and communication, and flexible views. The model forms the basis for InfoMesh, an example implementation developed for desktops, laptops and PDAs. The design of the system was supported by a tool developed during the research called activity snaps that captures realistic user activity information for aiding the design and evaluation of interactive systems. User evaluation of InfoMesh elicited a positive response from participants for the ideas underlying Pervasive Personal Information Spaces, especially for carrying out work naturally and visualising, interpreting and retrieving information according to personalised contexts, associations and annotations. The user studies supported the research hypothesis, revealing that context-based flexible views may indeed provide better contextual, ubiquitous access and visualisation of information than current-day systems.

year: 2010

title: Student perspectives on good university teachers: communication, clarity, commitment, care

authors: Parmenter, Lynne

subjects: Student perspectives

abstract: Using findings from a 2-year mixed methods study, this paper explores undergraduate engineering student perspectives on good university teachers. Findings from open survey questions and semi-structured interviews were analysed using principles of grounded theory, resulting in four themes identified by students as key to good university teaching: communication, clarity, commitment, and care. These findings are discussed in relation to recent international debates on teaching excellence. The basic argument of the paper is that the discourse of teaching excellence needs to be critically reconsidered and would benefit from inclusion of the actual perspectives of students rather than student voice discourses framed by others.

text: Student perspectives on good university teachers: communication, clarity, commitment, care Using findings from a 2-year mixed methods study, this paper explores undergraduate engineering student perspectives on good university teachers. Findings from open survey questions and semi-structured interviews were analysed using principles of grounded theory, resulting in four themes identified by students as key to good university teaching: communication, clarity, commitment, and care. These findings are discussed in relation to recent international debates on teaching excellence. The basic argument of the paper is that the discourse of teaching excellence needs to be critically reconsidered and would benefit from inclusion of the actual perspectives of students rather than student voice discourses framed by others.

year: 2022-05-12

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019