Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies

Framed as collective case studies, this study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. Mentoring contexts are distinguished by their organisational, instructional and professional orientations towards teaching and mentoring. Perspectives towards mentoring are reflected in the language that the mentor uses in order to describe his/her work and the behavior that the mentor exhibits as it plays out in his/her actions. The findings of the study reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language. We also learned that these attributed meanings were highly congruent with their mentees, principals, supervisors and colleagues' perceptions of the mentors' practice. The common emergent themes that surfaced in mentors and their respective participants' characterizations of their practice were: Organisational skills, interpersonal relationships, integration of theory and practice, knowledge and expertise, challenge, modelling and reflexivity. Mentors also acted upon some of these characterizations in unique, idiosyncratic ways, guided by the distinctiveness of their organisational and educational mentoring context. Thus, alongside similar ideologies and beliefs across contexts we also identified differences as to the emphasis that each mentor gave to a particular aspect of organisation, knowledge and relationships.     

Through the kaleidoscope: Perspectives on cultural change within an integrated information systems environment

The study of information systems and their influence on organisational culture is a complex and highly contested area of research which has been the subject of much theorising. This paper intends to add to the debate through a longitudinal case study of an integrated information system implementation undertaken within a large UK university. The system known as SITS (Strategic Information Technology Services) was introduced into the university in 2006 and the focus of the research has been on culture change within the SITS environment. Document analysis, interviews and participant observation were used to collect the data for this study. What has emerged from this study is that current approaches are unable to account for the complexity of cultural studies within an integrated information systems environment and therefore we have developed the concept of the ‘cultural kaleidoscope’ as a heuristic to better understand the nature of cultural change within these circumstances.     

Teaching without the teacher? Building a learning environment through computer simulations

This article analyzes the impact of a computer simulation (business game) on the users’ perceived learning. The theoretical model developed in this paper is derived from collaborative learning and human–computer interaction assumptions. The hypotheses relating to group dynamics and the user–computer interface design with the users’ perceived learning are tested using the business game “FirmReality” on a sample of 173 respondents. Multiple regression and qualitative results show that, in a computer-based simulation context, perceived learning is influenced more by human–computer interaction factors than by group dynamics. Furthermore, results point out a negative effect of interaction with the instructor on individual perceived learning. These results support the possibility to automate the interaction between teacher and students.     

Using ICTs to create a culture of transparency: E-government and social media as openness and anti-corruption tools for societies

In recent years, many governments have worked to increase openness and transparency in their actions. Information and communication technologies (ICTs) are seen by many as a cost-effective and convenient means to promote openness and transparency and to reduce corruption. E-government, in particular, has been used in many prominent, comprehensive transparency efforts in a number of nations. While some of these individual efforts have received considerable attention, the issue of whether these ICT-enabled efforts have the potential to create a substantive social change in attitudes toward transparency has not been widely considered. This paper explores the potential impacts of information and ICTs – especially e-government and social media – on cultural attitudes about transparency.     

Securing e-Government and e-Voting with an open cloud computing architecture

The idea, the concept, and the term, that is cloud computing, has recently passed into common currency and the academic lexicon in an ambiguous manner, as cloud dust is being sprinkled on an excess of emerging products. Exorcising complexity and protecting against the caprice of the moment, this paper explores the notion behind the hype of cloud computing and evaluates its relevance to electronic government and electronic voting information systems. This paper explores increasing participation and sophistication of electronic government services, through implementing a cloud computing architecture. From an Information and Communication Security perspective, a structured analysis is adopted to identify vulnerabilities, involved in the digitalization of government transactions and the electoral process, exploring the notion of trust and transparency within this context. In turn, adopting a cloud computing approach for electronic government and electronic voting solutions is investigated, reviewing the architecture within the previously described context. Taking a step further, this paper proposes a high level electronic governance and electronic voting solution, supported by cloud computing architecture and cryptographic technologies, additionally identifying issues that require further research.     

Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills

Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with inquiry project-based learning (PjBL) on the development of primary students' information literacy and IT skills. Students in a Hong Kong primary school completed two inquiry-based group projects. A collaborative teaching approach involving three teachers in different subject areas (general studies, Chinese, and IT) and the school librarian was adopted in guiding students through the two projects. Results indicate that this program had a positive impact of on the development of different dimensions of the students' information literacy and IT skills.     

Duct tape and WD-40: The information worlds of female investors

Using an everyday life information-seeking (ELIS) perspective, this ethnographic study describes the information-seeking behaviors of women's investment club members. It identifies three general motivations for interest in investing and club membership, and ties those motivations to distinct variations in information behavior. Study findings identify gaps between information needs and use, and highlight potential areas for improving the abilities of female investors to locate, evaluate, and use information for investment decision-making.     

Public libraries: A meeting place for immigrant women?

The potential role of the public library in the lives of immigrant women is elicited by in-depth interviews with nine female immigrants to Norway from Iran, Afghanistan, and Kurdistan. The research utilizes social capital theory, the concepts of communities of practice and legitimate peripheral participation, as well as the concepts of high intensive versus low intensive meeting places. The results indicate that the library plays different roles in the different stages in the respondents' experiences as immigrants. It allows for legitimate peripheral participation when the immigrants move from observing at a distance to more active participation. The library functions as a high intensive as well as a low intensive meeting place and seems to contribute to building social capital in a variety of ways.     

Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance

With the gradual adoption of multimedia technologies in curriculum designs, the need has increased for in-depth studies that explore how different presentation techniques for multimedia materials affect learner emotions and learner performance. This study employed the emWave system, a stress detector for emotional states that was developed by the Institute of HeartMath for measuring changes in learner emotional states when presented with different multimedia materials with the same learning content. By analyzing the collected emotional data and assessment of learning performance, this study explores how different multimedia learning materials affect learning emotions, and ultimately, learning performance. Preliminary results show that the video-based multimedia material generates the best learning performance and most positive emotion among three types of multimedia materials assessed in the study. Moreover, a partial correlation exists between negative learning emotion and learning performance. This study confirms that simultaneously considering pretest score and negative emotion can predict learning performance of learners who use video-based multimedia material for learning. It also finds significant gender difference in learner emotional states while using different multimedia materials for learning: female learners in this study are more easily affected by different multimedia material than male learners.     

A goal-driven management framework for electronic government transformation projects implementation

As the implementation of e-Government projects is becoming increasingly important in both public and private organizations, the need to successfully tackle project management emerges. Without a project management framework, those who commission an e-government project, those who manage it and also those who work on it will not have the necessary tools to plan, organize, monitor and re-schedule tasks, responsibilities and milestones. The present paper outlines a goal-driven and knowledge-based framework to plan and manage the critical aspects of e-government projects. A specifically designed tool supports the framework application and a lighthouse project of the Greek public sector is presented to illustrate the application context, leading to reusable conclusions on achievements and problems faced.