Because of the demographic change and staff shortage during night shifts, the elder care have to find new sources to lower the workload. Many have studied ways to digitize and automate some work routines to take off load from the personnel. One that is in use today is digital cameras that helps personnel to routine check elder patients during the night. The study is based in northern Sweden where different locations have been examined and on their experience of digital technology. The society’s attitude toward technology have changed over the past 10 years, where people have become accustomed to use tools in different ways. Elderly Care have begun approaching digitalization and as today, various technical tools are being used. Several pilot projects are being launched in which new technologies are being tested. The goal is to find tools that help elder care to respond to future workload and to offer a more adapted aid for the elder. This study have focused on today's elderly care and how their activity focuses on digitizing their routines and services. An example of the phenomenon is digital night supervision, which is a way to offer night supervision through a digital camera. The purpose of this study is to open a discussion regarding digital solutions in the field of elder care, where to study the tools that are available today that can support the personnel. The goal is to contribute with  increased understanding and examine attitudes towards digital tools as well as examine what is required to gain increased acceptance toward digitization.

The introduction of e-learning made way for advancements in learning and technology with individuals being exposed to electronic learning and teaching environments. At first, the introduction of e-learning into the educational sphere was intended to simply enhance traditional teaching and learning; however, technology then took the lead as a tool to materially enhance the concept of e-learning in education. Inevitably, technology’s impact on learning drove the delivery of electronic educational content but it also caused widespread debate about best practice in the design of e-learning systems. Since then, the phenomenal influx of technology enhancements that has been created has led most learners into a digital education era that cannot now function without it. At first, e-learning systems were forced to adapt to change as a result of e-learning trends and as a symbolic move from traditional learning to more innovative methods of learning and teaching. As such, e-learning remained affected by pedagogy, technology and curriculum changes outside of a structured, guided framework. Varying definitions exist as a result of the diverse understanding of the contributions and role of pedagogy and technology toward e-learning. There is a misconception and confusion of elearning attributed to the lack of a formally accepted definition which would identify with the need for pedagogy principles and guide researchers to apply models and frameworks to implement and improve the provision of e-learning systems. Although the effects of technology on learning are conclusive, the current dilemma is the lack of effective alignment of the pedagogy principles to suitable technology – an issue which has now become detrimental to learning. This study explores the various interpretations of e-learning definitions that allude to the incorporation of learning, technology and knowledge gained during e-learning interventions. However, as the research revealed a lack of any cohesive e-learning definition, this motivated the creation of a specific definition derived particularly for this study. In considering the role of technology in the e-learning environment, similar themes began to emerge that needed to be addressed holistically through e-learning. One of these themes was a need to focus on the formulation of a structured approach and pedagogical framework for the design and development of e-learning systems. The findings of the research identified e-learning frameworks and models that were in use. The outcome of an e-learning system framework drew on the research of extant models and frameworks and investigated the critical elements, particularly that of pedagogy in an e-learning environment. The proposed pedagogical framework for elearning was evaluated by means of a survey of organisations that produce e-learning systems. The findings of the survey were analysed to assess the alignment and relevance of the dimensions and elements in the framework to the design and development of e-learning systems. The proposed pedagogical e-learning framework is intended to add value to the design and development of e-learning systems with the core focus on pedagogy. In years to come, current and existing technologies and tools may become outdated, yet learning opportunities continue to evolve based on pedagogy, technology and curriculum requirements. By harmonising the synergy between pedagogy and technology, a pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning system design and development. / Information Science / M.Sc. (Information Systems)

We often see anthropomorphic designs in movies as highly intelligent robots, created to make our lives easier, but anthropomorphic is far more common than that. From cameras that look like eyes to face and voice recognition technology and avatars used by companies to support their brands. Despite this, relatively little research has been made about anthropomorphism in smart everyday products, and how that affects the anticipated user experience. Two provocative studies were conducted, where the participants provided their first impressions to picture prototypes. This generated an understanding of the general opinion of anthropomorphic designs, and when added a smart daily product. These studies showed that people are open to the idea of anthropomorphic designs, but the practicality and functionality are crucial. Through identification of multiple themes and thorough analysis, this study can serve as a blueprint to aid future studies about the anticipated user experience of smart daily products with anthropomorphic elements.

A História da Ciência, nas últimas décadas, é apontada pela literatura especializada como um recurso pedagógico apropriado para ensinar conteúdo científico atual e abordar aspectos da natureza da ciência na sala de aula. Este trabalho trata dos aspectos motivacionais e emocionais nos alunos frente ao uso História da Ciência como uma ferramenta para promover discussões sobre a construção do conhecimento científico e para trabalhar o conceito de reprodução animal, concentrando no estudo do desenvolvimento de método experimental em investigação de seres vivos. O episódio histórico escolhido foi o estudo da reprodução de anfíbios realizado por Lazzaro Spallanzani (1729-1799), que nos permitiu explorar com os alunos, especialmente, a reflexão e discussão sobre observação, teoria e as relações entre eles. Tal aspecto metacientífico é importante para promover uma crítica à noção empírico-indutivista da ciência, que ainda é preponderante no ensino das ciências. Na parte empírica deste estudo, foi desenvolvida uma sequência didática, conforme modelo de M. Méheut (2004), orientada segundo os princípios de Design Based Research (DBR), visando motivar os alunos ao aprendizado de conceitos de reprodução, em turmas de terceiro ano do ensino médio. A sequência produzida foi constituída por oito aulas planejadas de acordo com uma estratégia de ensino de investigação. A Sequência Didática foi aplicada em duas escolas públicas da cidade de São Paulo, Brasil. Foram elaborados materiais didáticos para serem usados na Sequência Didática, como textos de apoio sobre o episódio histórico em questão para os alunos (com base na metodologia de história da ciência, ou seja, fontes primárias analisadas em seu contexto) e replicação de experimentos em ambiente virtual por meio de Tecnologias de Informação e Comunicação. A aplicação da Sequência Didática foi registrada em video e avaliada por dois questionários, um para análise dos aspectos motivacionais, e outro, emocionais envolvidos no processo de ensino-aprendizagem. A intervenção mostrou efeitos positivos quanto à motivação dos estudantes e principalmente sobre à auto-eficácia e motivação intrínseca. Contudo, algumas concepções relativas à motivação extrínseca foram resistentes a mudanças, o que forneceu indicações para o aprimoramento dos princípios de design e de sua implementação em sala. Os resultados podem indicar novas possibilidades de utilização de História da Ciência no ensino de ciências / The History of Science, in last decades, is pointed by specialized literature as an appropriate pedagogical resource to teach current scientific content and to approach aspects of the Nature of Science in class. This work treats the motivational and emotional aspects of use History of Science as a tool for student\'s discussions about the construction of scientific knowledge and work the concept of animal reproduction focusing the study of the development of experimental method in investigation of living beings. The historic episode chosen, the study of amphibian reproduction accomplished by Lazzaro Spallanzani (1729-1799), will allow us to explore among students specially the difference between observation and theory and the relations between them. Such metascientific aspect is important to promote a critique to the empirical-inductivist notion of science, which is still preponderant in the teaching of Science. In the empirical part of this study, we developed an instructional sequence as Méheut M. (2004) model, oriented according to the principles of Research Based Design (RBD), aiming to motivate students to learn about concepts of reproduction in groups of third-year high school level. Learning materials were developed for use in the Teaching Learning Sequence, such as support texts to students about the historical episode in question (based in History of Science methodology, primary sources analyzed in its context) and simulation of experiments in virtual environment through Information and Communication Technologies. Application of Teaching Learning Sequence were recorded in video and evaluated by different questionnaires, one for analysis of motivational aspects, and another emotional involved in the teaching-learning process. The intervention showed positive effects regarding the motivation of students and mainly on self-efficacy and intrinsic motivation. However, some concepts related to extrinsic motivation were resistant to change, which provided indications for the improvement of design principles and their implementation in the classroom. The results may indicate new possibilities of using History of Science in science education

A História da Ciência, nas últimas décadas, é apontada pela literatura especializada como um recurso pedagógico apropriado para ensinar conteúdo científico atual e abordar aspectos da natureza da ciência na sala de aula. Este trabalho trata dos aspectos motivacionais e emocionais nos alunos frente ao uso História da Ciência como uma ferramenta para promover discussões sobre a construção do conhecimento científico e para trabalhar o conceito de reprodução animal, concentrando no estudo do desenvolvimento de método experimental em investigação de seres vivos. O episódio histórico escolhido foi o estudo da reprodução de anfíbios realizado por Lazzaro Spallanzani (1729-1799), que nos permitiu explorar com os alunos, especialmente, a reflexão e discussão sobre observação, teoria e as relações entre eles. Tal aspecto metacientífico é importante para promover uma crítica à noção empírico-indutivista da ciência, que ainda é preponderante no ensino das ciências. Na parte empírica deste estudo, foi desenvolvida uma sequência didática, conforme modelo de M. Méheut (2004), orientada segundo os princípios de Design Based Research (DBR), visando motivar os alunos ao aprendizado de conceitos de reprodução, em turmas de terceiro ano do ensino médio. A sequência produzida foi constituída por oito aulas planejadas de acordo com uma estratégia de ensino de investigação. A Sequência Didática foi aplicada em duas escolas públicas da cidade de São Paulo, Brasil. Foram elaborados materiais didáticos para serem usados na Sequência Didática, como textos de apoio sobre o episódio histórico em questão para os alunos (com base na metodologia de história da ciência, ou seja, fontes primárias analisadas em seu contexto) e replicação de experimentos em ambiente virtual por meio de Tecnologias de Informação e Comunicação. A aplicação da Sequência Didática foi registrada em video e avaliada por dois questionários, um para análise dos aspectos motivacionais, e outro, emocionais envolvidos no processo de ensino-aprendizagem. A intervenção mostrou efeitos positivos quanto à motivação dos estudantes e principalmente sobre à auto-eficácia e motivação intrínseca. Contudo, algumas concepções relativas à motivação extrínseca foram resistentes a mudanças, o que forneceu indicações para o aprimoramento dos princípios de design e de sua implementação em sala. Os resultados podem indicar novas possibilidades de utilização de História da Ciência no ensino de ciências / The History of Science, in last decades, is pointed by specialized literature as an appropriate pedagogical resource to teach current scientific content and to approach aspects of the Nature of Science in class. This work treats the motivational and emotional aspects of use History of Science as a tool for student\'s discussions about the construction of scientific knowledge and work the concept of animal reproduction focusing the study of the development of experimental method in investigation of living beings. The historic episode chosen, the study of amphibian reproduction accomplished by Lazzaro Spallanzani (1729-1799), will allow us to explore among students specially the difference between observation and theory and the relations between them. Such metascientific aspect is important to promote a critique to the empirical-inductivist notion of science, which is still preponderant in the teaching of Science. In the empirical part of this study, we developed an instructional sequence as Méheut M. (2004) model, oriented according to the principles of Research Based Design (RBD), aiming to motivate students to learn about concepts of reproduction in groups of third-year high school level. Learning materials were developed for use in the Teaching Learning Sequence, such as support texts to students about the historical episode in question (based in History of Science methodology, primary sources analyzed in its context) and simulation of experiments in virtual environment through Information and Communication Technologies. Application of Teaching Learning Sequence were recorded in video and evaluated by different questionnaires, one for analysis of motivational aspects, and another emotional involved in the teaching-learning process. The intervention showed positive effects regarding the motivation of students and mainly on self-efficacy and intrinsic motivation. However, some concepts related to extrinsic motivation were resistant to change, which provided indications for the improvement of design principles and their implementation in the classroom. The results may indicate new possibilities of using History of Science in science education

Science teaching at the secondary level can be made more effective with the judicious utilization of a multi-media approach involving modem information and communication technologies that is entering the Indian educational system in general and the schools in Jammu region (J&K State), in particular, surely but slowly. A major impact of technology today in the field of education is that at all levels classrooms are becoming technology-rich learning environments and as such there is a need to conduct research to study the learning environments of technology-supported classrooms. The study described in this thesis utilized the Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study the perceptions of students' actual and preferred classroom learning environment in a technology-supported science classroom at the secondary level in an Indian school situation. An important aspect of this research was to determine the reliability and validity of this scale for use in Indian classroom settings. An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying the attitude of students towards science was also employed and lastly the Questionnaire on Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-supported science classroom environment. Data for research were collected from 700 secondary students in a co-educational Indian school in the city of Jammu. / The study reported that the TROFLEI and the QTI were reliable and valid instruments for assessing the psychosocial learning environments III a technology-supported classroom and the teacher-student interactions III such environments. Significant associations are also reported between the students' perceptions of their technology-supported learning environment and their perceptions of the teacher-student interactions with three learner outcomes; attitude towards science, academic efficacy and academic achievement. Significant gender differences in technology-supported learning environments have also been reported in this study. This research study happens to be the first of its kind in this region and should provide a thrust towards the use of technology-supported classrooms for effectively teaching other school subjects.

<p>This paper is inspired by the ills borne out of the internet. The internet has become a modern day tool for criminals seeking to conceal the proceeds derived from their crime, hence the&nbsp / problematic notion of cyberlaundering. This paper journeys through the world of cyberlaundering by looking into the structure of the crime in great depth. It explores various possibilities, and tries to hatch out viable solutions to the dilemma.</p>

The purpose of this study was to describe senior nurses’ expectations concerning how a digital information and communication technology systems (ICT) can contribute to the improvement of care leadership and how it can strengthen ties between the school's theoretical world and the practical clinical work-based training (WP) in nursing. The study has a descriptive design with a qualitative approach. The study involved seven leading care nurses. Data were collected through semi-structured interviews. Subject matter was analyzed based on qualitative content analysis.  The analysis yielded in a first category practical examples of how using ICT as a tool could strengthen the ties between theory and practice in order to understand the usefulness of theory in practice.  The informants also gave specific examples of ICT content that could be given to students and also to supervisors both in terms of information and education. The second category described the supervisors’ views on receiving students in clinical placements. The senior care nurses felt that at present the reception of students was unsatisfactory due to a muddled organization. It was often unclear what responsibilities they had as mentors and what the responsibility of the student was for his or her practice placement. Conclusions of the study are that the supervisors could see ICT as a tool to clarify these ambiguities. In the future it is necessary to respond to the needs of supervisors with respect to their views on what an ICT system should provide them with in order to improve their care supervision. By providing an ICT learning tool the two worlds could meet and the ties between theory and practice in the nursing program could be strengthened.

Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.

In 21st century, the development strategy and the management policy of Information Communication Technology (ICT) is a key issue to a nation¡¦s competitiveness. Particularly, the development of telecommunication liberalization, governance in the telecommunications regime and the relevant science and technology policies of the telecommunication industry is the most important factor for creating a leading knowledge-based economy for Information Communication Technology related industries. Looking forward to the future, the trends and developments of the convergence of telecommunication, broadcasting and internet services will drive the demand for the telecommunication and broadcasting industries to look for cost-efficient provisioning of converged multimedia services. The emerging technology of next generation network (NGN) infrastructure enables the convergence of multi-access networks to deliver the multimedia contents and application services seamlessly. Therefore, the consumers, government, and industry can obtain the benefits because of technology development and industrial cooperation. In addition, the converged broadcasting and telecommunication services as well as Fixed-Mobile Converged applications over the internets results in the needs for the improvement in network interconnectivity and service interoperability. No matter it is telecommunication, broadcasting or information, to converge as common info-communication services, such as telephony, data and multimedia will eventually run over the all IP networks. Therefore, IP Multimedia Subsystem (IMS) becomes one of the promising technologies to drive it happen. However, existing policy and regulations must cope with the changes of this development. The liberalization of broadband and communication market allows the participation of the private companies to create new investment and revenue. This research studies the possible evolution of an IP-based communication infrastructure from today's networks toward a converged next generation network and proposes an Inter-Exchange Center of Converged Network Architecture (IEXCNA), applying to VoIP service. The IEXCNA model shows more efficient in the transmission, interconnectivity and reducing implementation cost of network infrastructure. Thus the consumers are able to enjoy better quality of service and cheaper rate of use for multimedia services.