| 1. |
- Hughes, Hilary, et al.
(author)
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The role of the university library in supporting international student transition : Insights from an Australian-American case study
- 2018
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In: The journal of academic librarianship. - : Elsevier. - 0099-1333 .- 1879-1999. ; 44:5, s. 582-594
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Journal article (peer-reviewed)abstract
- As an outcome of the Libraries and Information for International Students Project (LIISP), this paper presents insights into first year international students’ experiences of using library resources, services and spaces at their host university. It focuses on a collective case study conducted between 2014 and 2016 at one Australian and three North American libraries, with 320 first year international students. The research design was informed by the Project Information Literacy study of US first year domestic students’ library use (Head, 2013). Data were collected via survey and semi-structured interviews, and analyzed thematically. Findings of the four cases were compared with each other, and with the PIL study. Four key insights emerged: International students are characterised by their diversity and individuality. First year international students’ library and information use, and associated challenges are generally similar to those of US domestic first year students transitioning from high school to university. The challenges international students experience generally relate to unfamiliarity of the socio-cultural environment and academic and library practices at their host university, rather than generalised educational deficit. The library is vital to supporting international students’ transition to life and study at a host university. The findings inform library space design and inclusive transition support that integrates informed learning and transition pedagogy. They are relevant to university administrators, librarians and educators in culturally diverse higher education.
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| 2. |
- Pireva, Krenare, et al.
(author)
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Evaluating learners' emotional states by monitoring brain waves for comparing game-based learning approach to pen-and-paper
- 2019
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In: 2019 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2019). - : IEEE. - 9781728117461 ; , s. 1-8
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Conference paper (peer-reviewed)abstract
- A new interest in the use of game factors while acquiring new knowledge has emerged, and a number of researchers are investigating the effectiveness of the game-based approach in education systems. Recent research in game-based learning suggests that this approach imparts learning by involving learners in the learning process. The game factors generate affective-cognitive reactions that absorb users in playing the game and positively influence the learning. This paper offers a comparison of the learning processes between the game based learning and pen-and-paper approaches. In this paper the analysis of both learning approaches is realized through a brain controlled technology, using the Emotiv EEG Tech headset, by analyzing the stress, excitement, relaxation, focus, interest, and engagement that the learner is experiencing while going through both approaches.
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| 3. |
- Somerville, Mary M., et al.
(author)
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Informed Systems : To Advance Organizational Capacity and Co-Worker Capability
- 2018
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In: Proceedings of the 51st Hawaii International Conference on System Sciences. - Honolulu, HI 96822 : ScholarSpace, Hamilton Library, the University of Hawaii at Manoa. - 9780998133119 ; , s. 5327-5334
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Conference paper (peer-reviewed)abstract
- Since its introduction at HICSS-39, Informed Systems has evolved both through and as a process of organizational design for -˜learning in action.’ Fortified by Bruce’s informed learning theory and fostered by Checkland’s soft systems methodology, the approach is catalysed by participatory design, elaborated by action research, and expressed as information experience. The aim throughout is information exchange for knowledge creation through -˜working together.’ Organizational capacity builds as colleagues use information to learn in ever expanding professional contexts. This paper explores aspects of the -˜bridge’ between individual and collective learning through enabling organizational systems and associated professional practices. An Informed Systems Capability Bridge Model and Information Curation and Knowledge Management Map detail processes and elements of a prototype system, generated from original research on co-workers’ information experience. Concluding reflections explore value added synergies from information-centered, action-oriented, technology-enabled, and learning-focused systems design.
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| 4. |
- Somerville, Mary M., et al.
(author)
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Informed Systems : ‘Designing together’ for ‘learning together’
- 2019
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In: Journal of Library Administration. - : Taylor & Francis Group. - 0193-0826 .- 1540-3564. ; 59:1, s. 1-17
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Journal article (peer-reviewed)abstract
- Informed Systems promotes using information to learn during systems design and within designed systems, to advance co-worker capability and further organizational capacity. In this spirit, an Informed Systems Capacity Bridge Model is presented, which connects individual information use and collective workplace learning. The associated Information Curation and Knowledge Management Conceptual Map presents requisite elements of an information-focused and technology-enabled workplace ecosystem. Concluding reflections place information experience in the foreground to enhance ‘what works well’ for ‘learning together’ through ‘designing together’, to catalyze workplace learning, activate systems thinking, animate reflective dialogue, and catalyze organizational inquiry.
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