Posture variation among office workers when using different information and communication technologies at work and away from work

Office workers perform tasks using different information and communication technologies (ICT) involving various postures. Adequate variation in postures and muscle activity is generally believed to protect against musculoskeletal complaints, but insufficient information exists regarding the effect on postural variation of using different ICT. Thus, this study among office workers aimed to determine and compare postures and postural variation associated with using distinct types of ICT. Upper arm, head and trunk postures of 24 office workers were measured with the Physiometer® over a whole day in their natural work and away-from-work environments. Postural variation was quantified using two indices: APDF_(90-10) and EVA_(sd). Various ICT had different postural means and variation. Paper-based tasks had more non-neutral, yet also more variable postures. Electronics-based tasks had more neutral postures, with less postural variability. Tasks simultaneously using paper- and electronics-based ICT had least neutral and least variable postures. Tasks without ICT usually had the most posture variability. Interspersing tasks involving different ICT could increase overall exposure variation among office workers and may thus contribute to musculoskeletal risk reduction.     

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed.     

Recommending suitable learning scenarios according to learners’ preferences: An improved swarm based approach

The paper presents a new approach for recommending suitable learning paths for different learners groups. Selection of the learning path is considered as recommendations to choosing and combining the sequences of learning objects (LOs) according to learners’ preferences. Learning path can be selected by applying artificial intelligence techniques, e.g. a swarm intelligence model. If we modify and/or change some LOs in the learning path, we should rearrange the alignment of new and old LOs and reallocate pheromones to achieve effective learning recommendations. To solve this problem, a new method based on the ant colony optimisation algorithm and adaptation of the solution to the changing optimum is proposed. A simulation process with a dynamic change of learning paths when new LOs are inserted was chosen to verify the method proposed. The paper contributes with the following new developments: (1) an approach of dynamic learning paths selection based on swarm intelligence, and (2) a modified ant colony optimisation algorithm for learning paths selection. The elaborated approach effectively assist learners by helping them to reach most suitable LOs according to their preferences, and tutors – by helping them to monitor, refine, and improve e-learning modules and courses according to the learners’ behaviour.     

Investigating Modern‐Day Talaria: Mobile Phones and the Mobility‐Impaired in Singapore

Revisiting the medical and social models of disability, this study adopted the integrated biopsychosocial approach to examine experiences of 25 mobility‐impaired respondents in Singapore with using mobile phones. We found that mobile phones provided respondents a greater degree of mobility, a sense of control, and opportunities to escape the stigma of disability, thus challenging the boundaries between the able‐bodied and the disabled. Mobile phone appropriation allowed the management of personal identities and social networks, leading to a sense of empowerment. However, mobile phone usage might act as a double‐edged sword for disabled people, creating mobile dependencies and a spatial narrowing of social connections. Theoretical and practical implications are discussed.     

ICT环境下教师专业发展研究

以146名教师为研究对象,通过调查来获得ICT环境下教师专业发展在职培训的一般状况和特点.结果发现,绝大多数教师不仅认识到远程教育在职培训对其专业发展具有积极影响作用,而且也看到了实施远程教育还存在许多障碍,并依据研究结论提出相对应的措施和建议.     

X射线源透射式工业计算机断层扫描成像技术在复合材料工件检测中的散射修正

在X射线源透射式工业计算机断层扫描成像技术（X-TICT）中，X射线透射物质时，发生了Compton光子散射现象，有用信息连同散射光子一起进入探头形成伪影。因此，必须进行散射修正。利用X射线透射物质时X光子散射遵循的Compton散射强度方程，结合X射线与物质相互作用的特性，建立了有效去除X—TICT在复合材料工件检测中光子散射问题造成的图像伪影的散射修正模型。探头的总计数减去散射光子数，即可有效去除X-TICT在复合材料工件检测中散射光子造成的伪影。     

Investigating Knowledge Management Factors Affecting Chinese ICT Firms Performance: An Integrated KM Framework

This article sets out to investigate the critical factors of Knowledge Management (KM) which are considered to have an impact on the performance of Chinese information and communication technology (ICT) firms. This study confirms that the cultural environment of an enterprise is central to its success in the context of China. It shows that a collaborated, trusted, and learning environment within ICT firms will have a positive impact on their KM performance.     

Developing Faculty ICT Competencies Inside and Outside the Library

Despite all the financial resources that are directed to support and acquire learning technologies, the results have been generally disappointing. Faculty are eager to use technology but lack the technical skills, ability, and experience. Library staff includes a talent tool rich in Information and Communication Technologies (ICT)/WEB 2.0 technical expertise and experience. In terms of content sourcing and procurement, library technical services and selection staff have broad knowledge of the marketplace for online information and content as well as experience in licensing access. They have a firm grasp of the transaction process, workflows, pricing, and licensing negotiations. Content development and sourcing inevitably involves access management, online storage, copyright, and licensing—things at which libraries are good. ICT deployment is changing teaching and learning on campuses, and the roles of those involved in teaching and learning are also changing. Whether formally through mandated library services, or informally through back channels, library staff are supporting faculty new technology use as well as faculty teaching materials content sourcing and procurement.     

以学习理论探讨基于全球标准数字学习与测评的系统架构及有效学习模式的实证分析

本文通过研究学习理论探讨了ICT信息与网络通讯核心能力常用应用软件适性学习系统的架构。首先就IC3学习系统与精熟学习理论、适性学习理论、鹰架学习理论、示例学习理论及双代码学习理论基础进行了说明,其次利用学生学习数据进行IC3 M-B(Mentor-Benchmark)学习模式的实证性分析,最后就IC3常用应用软件适性学习系统对目前ICT信息与网络通讯技术能力的教学模式、策略以及未来的努力方向提出建议。     

Using an online tool to support school‐based ICT policy planning in primary education

An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school‐based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a school document containing strategic and operational elements concerning the integration of ICT in education. To write such a plan in an efficient way is challenging for schools. Therefore, an online tool [Planning for ICT in Schools (pICTos)] has been developed to guide schools in this process. A multiple case study research project was conducted with three Flemish primary schools to explore the process of developing a school‐based ICT policy plan and the supportive role of pICTos within this process. Data from multiple sources (i.e. interviews with school leaders and ICT coordinators, school policy documents analysis and a teacher questionnaire) were collected and analysed. The results indicate that schools shape their ICT policy based on specific school data collected and presented by the pICTos environment. School teams learned about the actual and future place of ICT in teaching and learning. Consequently, different policy decisions were made according to each school's vision on ‘good’ education and ICT integration.