Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history.     

Querytogether: Enabling entity-centric exploration in multi-device collaborative search

Collaborative and co-located information access is becoming increasingly common. However, fairly little attention has been devoted to the design of ubiquitous computing approaches for spontaneous exploration of large information spaces enabling co-located collaboration. We investigate whether an entity-based user interface provides a solution to support co-located search on heterogeneous devices. We present the design and implementation of QueryTogether, a multi-device collaborative search tool through which entities such as people, documents, and keywords can be used to compose queries that can be shared to a public screen or specific users with easy touch enabled interaction. We conducted mixed-methods user experiments with twenty seven participants (nine groups of three people), to compare the collaborative search with QueryTogether to a baseline adopting established search and collaboration interfaces. Results show that QueryTogether led to more balanced contribution and search engagement. While the overall s-recall in search was similar, in the QueryTogether condition participants found most of the relevant results earlier in the tasks, and for more than half of the queries avoided text entry by manipulating recommended entities. The video analysis demonstrated a more consistent common ground through increased attention to the common screen, and more transitions between collaboration styles. Therefore, this provided a better fit for the spontaneity of ubiquitous scenarios. QueryTogether and the corresponding study demonstrate the importance of entity based interfaces to improve collaboration by facilitating balanced participation, flexibility of collaboration styles and social processing of search entities across conversation and devices. The findings promote a vision of collaborative search support in spontaneous and ubiquitous multi-device settings, and better linking of conversation objects to searchable entities.     

Landscaping digital social innovation in the EU: Structuring the evidence and nurturing the science and policy debate towards a renewed agenda for social change

This paper discusses the results of analysis of mapping ICT-enabled social innovation initiatives promoting social investment across the European Union. The key goal of the research is to provide a deeper understanding of how EU Member States can make better use of ICT-enabled social innovation to implement the actions suggested in the EU Social Investment Package (SIP). The findings of the analysis shed light on the main characteristics and patterns of the initiatives assessed according to an original conceptual framework, and taking into account the characteristics of different welfare systems and service models. Building on the analysis, the paper draws conclusions in terms of the contribution made by ICT-enabled social innovation to the implementation of social investment policies. It also provides recommendations for future research, and outlines implications and possible directions for policy. The conclusions are set to help policymakers and practitioners to use ICT-enabled social innovation to modernise EU welfare systems, providing better and more efficient social services and increasing the wellbeing of citizens. At the same time, the documented research design, its proposed terminology, theoretical framework and empirical findings contribute to the growing scientific interest and debate about ICT-enabled innovation in the field of social services and social policy redesign within the scope of the emerging discussion on the renewed agenda for Social Innovation being shaped as part of the debate on the future of Europe.     

An Evaluation of an Ongoing Consultation Model to Train Teachers to Treat Challenging Behaviour

A primary school student with severe intellectual disabilities was referred to the Intellectual Disability Research and Training Unit at University College Dublin by his teacher. He was described as exhibiting high levels self‐injury and aggression. An in‐depth functional assessment identified the operant function of these behaviours. This information allowed for the development of an extensive behaviour support plan. The classroom teacher was then trained to implement the support plan and received ongoing consultation from a psychologist regarding her adherence to the behavioural techniques. The intervention resulted in significant decreases in challenging behaviour. Teaching staff were positive about the intervention results and the consultation model used.     

VICAID: Development and evaluation of a palmtop-based job aid for workers with severe developmental disabilities

The development of technologies to assist people with severe and profound developmental disabilities to engage in constructive activity without constant support from carers may assist such persons to participate fully in vocational and other occupational activities. We describe the development, evaluation and use of VICAID, a system based on a radically simplified palmtop computer. The VICAID system enables a person with a developmental disability to access pictorial instructions designed to help him or her in the accurate completion of tasks. It also provides reminders to access the instructions, and/or alerts a job coach or supervisor should the worker's interaction with the system suggest that they are having difficulty with a task. Evaluative studies show that (1) the system is more effective than alternative supports (pictorial instructions presented in booklets) in maintaining accurate task performance, (2) that the system is preferred to such booklets by most users with severe disabilities, and (3) that it can be used in real work settings. Future development of the system will require attention to be paid to issues of training job-coaches and support workers in its setting-up and maintenance.