			Home About us Contact

Being Critical (being + critical)

Distribution by Scientific Domains

Information Science and Computing	50%

Selected Abstracts

Eye gaze in virtual environments: evaluating the need and initial work on implementation

CONCURRENCY AND COMPUTATION: PRACTICE & EXPERIENCE, Issue 11 2009
Norman Murray
Abstract For efficient collaboration between participants, eye gaze is seen as being critical for interaction. Video conferencing either does not attempt to support eye gaze (e.g. AcessGrid) or only approximates it in round table conditions (e.g. life size telepresence). Immersive collaborative virtual environments represent remote participants through avatars that follow their tracked movements. By additionally tracking people's eyes and representing their movement on their avatars, the line of gaze can be faithfully reproduced, as opposed to approximated. This paper presents the results of initial work that tested if the focus of gaze could be more accurately gauged if tracked eye movement was added to that of the head of an avatar observed in an immersive VE. An experiment was conducted to assess the difference between user's abilities to judge what objects an avatar is looking at with only head movements being displayed, while the eyes remained static, and with eye gaze and head movement information being displayed. The results from the experiment show that eye gaze is of vital importance to the subjects correctly identifying what a person is looking at in an immersive virtual environment. This is followed by a description of the work that is now being undertaken following the positive results from the experiment. We discuss the integration of an eye tracker more suitable for immersive mobile use and the software and techniques that were developed to integrate the user's real-world eye movements into calibrated eye gaze in an immersive virtual world. This is to be used in the creation of an immersive collaborative virtual environment supporting eye gaze and its ongoing experiments. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Identity in Flexible Organizations: Experiences in Dutch Organizations

CREATIVITY AND INNOVATION MANAGEMENT, Issue 4 2003
Michiel Schoemaker
In the information economy, flexible organizations have evolved. Work and labour relations have become more flexible than in industrial organizations. This has consequences for the identity of organizations. Organizations tend to become opportunity coalitions when the identity is too fragmented or neglected. The key questions this article adresses is what is identity in a flexible organization and to what extent is it possible to ,manage' the construction of identity in flexible organizations? This key question was split up into three sub-questions. We were interested in how (1) organizations organize their talent management, (2) how organizations manage their labour relations and (3) how organizations manage identity. These three subjects come forward in recent publications in the field of organizational development and HRM as being critical of management of a flexible and innovative organization. In the article, the characteristics of flexible organizations are defined. These characteristics are translated into the relationship between these organization and individual: the way flexible organizations manage their work, labour relations and identity is studied in 20 Dutch organizations. Striving for an optimum in flexible work and flexible labour relations, combined with managing a specific organizational identity seems to be the HR-strategy Dutch organizations implement to reach flexibility and innovation. [source]

Learning about being critical

INFORMATION SYSTEMS JOURNAL, Issue 2 2005
Geoff Walsham
Abstract. This short paper is a response to the article by McGrath in this issue which argues that information systems (IS) researchers need to be more explicit about ,being critical'. I accept her point, and I use this paper to offer a sketch of my personal journey in learning about criticality, and some thoughts from where I am now on various aspects of carrying out critical IS research. [source]

In search of well-started beginning science teachers: Insights from two first-year elementary teachers

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2010
Lucy Avraamidou
Abstract The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio-recorded interviews, video-recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question-driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well-started beginning elementary teachers implementing inquiry-based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university-based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661,686, 2010 [source]