Constructing common ground and the associated convergent conceptual change is critical to cooperative work and learning. Convergent conceptual change is achieved as participants in a conversation update common ground through presentations, repairs, and acceptances of utterances. People employ available techniques that utilize the least collaborative effort for current purposes. Although sharing physical co-presence of interlocutors' facial expressions doesn't make grounding more efficient even in more open-ended and less task-focused dialogues, visual co-presence of the addressee's workspace is essential to work-related tasks, such as information transmission and collaborative problem-solving. However, handheld-mediated collaborative activity makes sharing the workspace challenging, especially when we consider that handhelds possess small screens and permit activities of a distributed nature. In a handheld-mediated classroom, a teacher must be able to check students' work for various reasons (e.g., grading, checking whether they are following directions correctly or paying attention) and at various phases of the activity. Gazing into the small screen of a handheld over someone's shoulder is a tricky task at best. The teacher may misread the information on the screen and thus provide incorrect feedback. Another challenge involves the difficulty inherent in latecomers joining the collaborative activity when each student is involved with his or her individual and small screen. This exclusion from joining on-going activity can reduce the chance of student's vicarious and serendipitous learning. Although such events may occur naturally in the learning environment, they become important concerns when one attempts to focus collaborative activities with handheld devices. I therefore created a new handheld network service called "Look," which is designed to facilitate the acquisition of common ground and allow a latecomer to do meaningful monitoring of ongoing conversation about the workspace. I tested empirically the value of this shared physical/virtual context in the task of creating common ground by examining task performance and conversation quality. / Ph. D.

Submitted by Maria Anália Conceição (marianaliaconceicao@gmail.com) on 2016-08-18T18:29:46Z No. of bitstreams: 1 Publico-10.pdf: 2044084 bytes, checksum: eef64e9d622b35c3b0880540380f1814 (MD5) / Approved for entry into archive by Maria Anália Conceição (marianaliaconceicao@gmail.com) on 2016-08-18T18:31:35Z (GMT) No. of bitstreams: 1 Publico-10.pdf: 2044084 bytes, checksum: eef64e9d622b35c3b0880540380f1814 (MD5) / Made available in DSpace on 2016-08-18T18:31:35Z (GMT). No. of bitstreams: 1 Publico-10.pdf: 2044084 bytes, checksum: eef64e9d622b35c3b0880540380f1814 (MD5) Previous issue date: 2005 / Intel do Brasil / Altos índices de mortalidade infantil em comunidades carentes podem ser evitados através da identificação precoce dos fatores de risco e do acompanhamento direto e contínuo da assistência médica materno infantil. No entanto, essa assistência demonstra ser complexa, com precariedade na locomoção e troca de informação das equipes da saúde, comumente constituídas por profissionais de diversas especialidades. Ainda, verifica-se uma freqüente participa- ção de voluntários de organizações não governamentais envolvidos diretamente com essa assistência. O objetivo desse trabalho foi desenvolver um instrumento digital – aqui denominado Sistema BabyCare – para a coleta, armazenamento e apoio à decisão aos profissionais de saúde, e demais envolvidos, nos cuidados a pacientes na assistência primária infantil em comunidades carentes. Esse sistema baseia-se em tecnologias de dispositivos móveis para utilização local em unidades básicas de saúde em comunidades carentes, assistidos ou não pelo Programa Saúde da Família (PSF), e ambulatórios e hospitais. Foram realizadas avaliações sobre o uso do sistema na cidade de São Paulo, envolvendo 60 usuários com diferentes formações, incluindo voluntários da Pastoral da Criança. Os questionários aplicados resultam um alto índice de aceitação geral (98,3%); treinamento in loco considerado adequado (91,9%); percepção na melhoria na rotina e na redução de tempo da consulta (100,0%), e na redução no volume de documentos (96,7%). Por fim, o protótipo apresentou-se robusto e eficiente para uso em comunidade / High infant mortality rates in needy communities can be prevented through direct and continuous follow-up of maternal and child health care. However, this assistance has proven to be complex, with the precarious mobility and exchange of information of healthcare teams, usually consisting of professionals from different specialties. In addition, there is a frequent participation of volunteers from non-governmental organizations directly involved in this assistance. The purpose of this work was to develop a digital device – referred as BabyCare System – for the collection, storage and support to decision for healthcare professionals and other concerned people, in order to assist patients in primary child care in needy communities. This system is based on handheld device technologies to be used locally in basic healthcare units in needy communities, whether assisted or not by the Healthcare Family Program (Programa Saúde da Família – PSF), as well as in ambulatory facilities and hospitals. Evaluations have been conducted regarding the use of the system in the city of São Paulo, involving 60 users with different formations, including volunteers from the Pastoral da Criança, an ecumenical institution for children. The applied questionnaires result in a high level of general acceptance (98.3%); the on-site training was considered as appropriate (91.9%); a perception of routine improvement and decrease in the time of consultation (100.0%), and a decrease in the volume of paperwork (96.7%). Finally, the prototype has proven to be robust and effective for the use in needy communities with precarious computer and telecommunication infrastructure.

Approved for public release, distribution is unlimited / This thesis proposes a design for content repurposing of electrical diagrams for presentation in small-screen wireless handheld devices. Content repurposing is the on-line adaptation of content to fit device capabilities and user's preferences. The focus of this thesis is on electrical diagrams of the schematic type used for maintenance purposes. Nevertheless, many of the proposed techniques are suitable for other technical drawings as well. A significant amount of work has been done in summarization of Web documents and in diagram recognition, but not for presentation of diagrams in handheld devices. In the design proposed here, techniques are proposed for understanding the semantics of electrical diagrams and for partitioning the drawing images in intelligent ways to formulate coherent units for presentation to the user. / Lieutenant, Hellenic Navy

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations. / Educational Studies / M. Sc. (Information Systems)

This dissertation research study explored how registered nurses (RNs) use mobile devices as tools to support and enhance informal learning in their work settings. The mixed methods inquiry involved select Canadian practicing and regulated RNs who used mobile devices in their workplaces. A sequential explanatory research design collected quantitative and qualitative data using an online survey and semi-structured interviews. Quota sampling for the quantitative component yielded 170 usable online surveys. From the survey respondents, interview volunteers were purposively selected and ten (10) interviews were conducted. Descriptive, inferential, inductive, and integrated data analyses were conducted in order to explore strategies, processes, purposes, modes of use (individual [non-collaborative] or collaborative), and age-generational differences associated with RNs’ use of mobile devices for informal learning in the workplace. Findings indicated that the study participants primarily used their handheld devices for self-directed informal learning with non-collaborative strategies or processes in their work settings for accessing online resources for a range of reasons including: evidence-based support, new procedures/treatments, professional development, patient/client teaching, and maintaining competency. Age differences related to the use of mobile devices for informal learning were minimal. However, workplace-related influences including deficiencies in formal educational resources, Internet access, and/or employer support were relevant to the informal learning experiences. Positive perceptions of efficiencies, self-confidence, patient/client safety, patients/clients’ reactions, and the need for sanctioned resources for using mobile technologies in the healthcare workplace were articulated. The findings pointed to the significance of mobile devices as learning tools for RNs’ informal learning for construction of knowledge and meaning-making to inform professional development and continuing competence. / 2013-01

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations. / Educational Studies / M. Sc. (Information Systems)