scholarly journals Adaptive Smart Technology Use: The Need for Meta-Self-Regulation

2017 ◽  
Vol 8 ◽  
Author(s):  
Theresa Schilhab
Keyword(s):  
Technology Use ◽  
Self Regulation ◽  
Smart Technology

scholarly journals Evaluating the Use of Smart Home Technology by People With Brain Impairment: Protocol for a Single-Case Experimental Design (Preprint)

2018 ◽  
Author(s):  
Rebecca Jamwal ◽  
Libby Callaway ◽  
Di Winkler ◽  
Louise Farnworth ◽  
Robyn Tate
Keyword(s):  
Experimental Design ◽  
Support Services ◽  
Technology Use ◽  
Smart Home ◽  
Single Case ◽  
Supported Housing ◽  
Smart Technology ◽  
Target Behaviors ◽  
Home Technology ◽  
Smart Home Technology

BACKGROUND Smart home technologies are emerging as a useful component of support delivery for people with brain impairment. To promote their successful uptake and sustained use, focus on technology support services, including training, is required. OBJECTIVE The objective of this paper is to present a systematic smart home technology training approach for people with brain impairment. In addition, the paper outlines a multiple-baseline, single-case experimental design methodology to evaluate training effectiveness. METHODS Adult participants experiencing acquired brain impairment who can provide consent to participate and who live in housing where smart home technology is available will be recruited. Target behaviors will be identified in consultation with each participant based on his or her personal goals for technology use. Target behaviors may include participant knowledge of the number and type of technology functions available, frequency of smart home technology use, and number of function types used. Usage data will be gathered via log-on smart home technology servers. A smart technology digital training package will also be developed and left on a nominated device (smartphone, tablet) with each participant to use during the trial and posttrial, as desired. Measures of the target behavior will be taken throughout the baseline, intervention, and postintervention phases to provide the evidence of impact of the training on the target behaviors and ascertain whether utilization rates are sustained over time. In addition, trial results will be analyzed using structured visual analysis, supplemented with statistical analysis appropriate to single-case methodology. RESULTS While ascertaining the effectiveness of this training protocol, study results will offer new insights into technology-related training approaches for people with brain impairment. Preliminary data collection has been commenced at one supported housing site, with further scoping work continuing to recruit participants from additional sites. CONCLUSIONS Evaluation evidence will assist in planning for the smart technology set-up as well as training and support services necessary to accompany the provision of new devices and systems. INTERNATIONAL REGISTERED REPOR RR1-10.2196/10451

scholarly journals Medical students’ technology use for learning: Contributing factors and self-regulation

2021 ◽  
Author(s):  
Binbin Zheng
Keyword(s):  
Medical Students ◽  
Learning Strategies ◽  
Technology Use ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Structured Interview ◽  
Perceived Usefulness ◽  
Qualitative Description ◽  
Third Party ◽  
Contributing Factors

Abstract Background: With medical education shifting towards student-centered models, medical students are expected to be self-regulated learners. Advancement in technologies has been suggested to be supportive of students’ self-regulated learning (SRL). There is an urgent need to understand what factors contributed to students’ self-initiated technology use, and how does students’ technology use influence their SRL. Method: This study took place in a midwestern university medical school, which implements a flipped classroom model where students are required to learn independently all the course materials before class. Twenty-six first- and second-year medical students participated in a semi-structured interview about their self-initiated technology use, contributing factors towards technology use, and SRL strategies they adopt in learning. A qualitative description methodology using thematic analysis was used to identify key themes from the interview data. Results: Medical students reported the use of four types of technologies for learning: video resources (supporting rehearsal, elaboration and planning), review resources (supporting rehearsal, effort control, and self-assessment), management tools (supporting organization, elaboration, goal-setting, and time management), and social media (supporting help-seeking and effort regulation). Three key determinants of students’ self-initiated technology use were identified, which were: perceived usefulness, subjective norms, and educational compatibility. Conclusions: By probing medical students’ self-initiated technology use, SRL strategies, and determinants of technology use, this study suggested that in self-directed learning environment, medical students used a variety of third-party resources to facilitate learning and develop necessary learning strategies. This study also provided important implications for medical educators and instructional designers to better support students’ effective use of technologies for learning.

scholarly journals “Smart” Educational Technology: A Conversation between sava saheli singh, Jade E. Davis, and Chris Gilliard

2021 ◽  
Vol 19 (2) ◽  
pp. 262-271
Author(s):  
Sava saheli Singh ◽  
Jade E. Davis ◽  
Chris Gilliard
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Educational Settings ◽  
Smart Technology

A conversation about smart technology use in educational settings.

scholarly journals Getting Smart

2016 ◽  
Vol 20 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Detelina Marinova ◽  
Ko de Ruyter ◽  
Ming-Hui Huang ◽  
Matthew L. Meuter ◽  
Goutam Challagalla
Keyword(s):  
Technology Use ◽  
Academic Research ◽  
Learning Theories ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Smart Technology ◽  
Frontline Employee ◽  
Effectiveness And Efficiency ◽  
Smart Technologies ◽  
Interaction Goals

Smart technologies are rapidly transforming frontline employee-customer interactions. However, little academic research has tackled urgent, relevant questions regarding such technology-empowered frontline interactions. The current study conceptualizes (1) smart technology use in frontline employee-customer interactions, (2) smart technology–mediated learning mechanisms that elevate service effectiveness and efficiency performance to empower frontline interactions, and (3) stakeholder interaction goals as antecedents of smart technology–mediated learning. We propose that emerging smart technologies, which can substitute for or complement frontline employees’ (FLEs) efforts to deliver customized service over time, may help resolve the long-standing tension between service efficiency and effectiveness because they can learn or enable learning from and across customers, FLEs, and interactions. Drawing from pragmatic and deliberate learning theories, the authors conceptualize stakeholder learning mechanisms that mediate the effects of frontline interaction goals on FLEs’ and customers’ effectiveness and efficiency outcomes. This study concludes with implications for research and practice.

Ubiquitous Learning and Heutagogy in Teacher Education

2020 ◽  
pp. 279-295 ◽  
Author(s):  
Beril Ceylan
Keyword(s):  
Teacher Education ◽  
Technology Use ◽  
Self Regulation ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Learning Situation ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Regulation Process ◽  
Non Linear

The learning and teaching horizon is changing nowadays. Learner-centered learning is preferable to teacher-centered learning. Teachers and learners prefer mobility and flexibility in education. Ubiquitous learning provides the flexibility and connection with mobility. Due to advantages of technology use, ubiquitous learning is preferred for individual and public learning. Heutagogy emphasizes the capability of learners' self-regulation process. Heutagogical learning occurs at two levels. The first level is competencies. The second level is deeper learning. In heutogogy, learners design their learning situation in a non-linear learning approach in a flexible way. In this chapter, heutagogy and ubiquitous learning connection will be discussed in the light of literature in the context of education and teacher education. A heutagogical ubiquitous learning interaction will be offered.

scholarly journals Goals with limited vision: a qualitative study of coping with vision-related goal interference in midlife

2011 ◽  
Vol 26 (1) ◽  
pp. 81-93 ◽  
Author(s):  
Kathrin Boerner ◽  
Shu-wen Wang
Keyword(s):  
Qualitative Study ◽  
Resource Use ◽  
Technology Use ◽  
Self Regulation ◽  
Middle Aged ◽  
Visual Disability ◽  
Cross Sectional ◽  
Daily Lives ◽  
New Approach ◽  
Middle Aged Adults

Objective: To investigate how middle-aged adults manage their goal pursuits in the face of visual disability. Design: Cross-sectional qualitative study. Setting: Vision rehabilitation agency. Subjects: 216 middle-aged adults with visual impairment. Methods: Telephone interviews composed of structured and open-ended assessments of life goals and the strategies used to cope with vision-related goal interference. Results: Individuals reported strategies that reflected the broader domains found in prior research with older adults: internal resource use, new approach use, technology use, help use, and psychological self-regulation. The most frequently reported strategy was help use ( n = 192), followed by new approach use ( n = 166), internal resource use ( n = 162), technology use ( n = 159) and psychological self-regulation ( n = 130). Across domains, the most frequently reported strategies were instrumental informal help, instrumental formal help, optical aids, and invest effort. Specific strategy domains emerged as more typical in response to interference with particular types of goals; for example, help use was reported by a majority for interference with functional and psychological goals, but only by half for interference with social goals. Conclusions: Study findings revealed a rich array of strategies used by middle-aged adults with vision impairment in their daily lives to deal with vision-related goal interference. Results suggest that rehabilitation services should consider multiple methods of coping and their goal-related function when working with middle-aged adults with disabilities.

scholarly journals The Use of Smart Technology in an Online Community of Patients With Degenerative Cervical Myelopathy (Preprint)

2018 ◽  
Author(s):  
Oliver Daniel Mowforth ◽  
Benjamin Marshall Davies ◽  
Mark Reinhard Kotter
Keyword(s):  
Operating System ◽  
Disease Progression ◽  
Technology Use ◽  
Cervical Myelopathy ◽  
Online Community ◽  
Improve Patient Care ◽  
Smart Devices ◽  
Smart Technology ◽  
Desktop Computer ◽  
Degenerative Cervical Myelopathy

BACKGROUND Degenerative cervical myelopathy (DCM) is a prevalent and progressively disabling neurological condition. Treatment is currently limited to surgery, the timing of which is not without controversy. New international guidelines recommend that all patients should undergo lifelong surveillance and those with moderate-to-severe or progressive disease should be offered surgery. Long-term surveillance will place substantial burden on health services and short clinic assessments may risk misrepresenting disease severity. The use of smart technology to monitor disease progression could provide an invaluable opportunity to lessen this burden and improve patient care. However, given the older demographic of DCM, the feasibility of smart technology use is unclear. OBJECTIVE The aim of this study was to investigate current usage of smart technology in patients with self-reported DCM to inform design of smart technology apps targeted at monitoring DCM disease progression. METHODS Google Analytics from the patient section of Myelopathy.org, an international DCM charity with a large online patient community, was analyzed over a 1-year period. A total of 15,761 sessions were analyzed. RESULTS In total, 39.6% (295/744) of visitors accessed the website using a desktop computer, 35.1% (261/744) using mobile, and 25.3% (188/744) using a tablet. Of the mobile and tablet visitors, 98.2% (441/449) utilized a touchscreen device. A total of 51.3% (141/275) of mobile and tablet visitors used iPhone Operating System (iOS) and 45.8% (126/275) used an Android operating system. Apple and Samsung were the most popular smart devices, utilized by 53.6% (241/449) and 25.8% (116/449) of visitors, respectively. The overall visitor age was representative of DCM trials. Smart technology was widely used by older visitors: 58.8% (113/192) of mobile visitors and 84.2% (96/114) of tablet visitors were aged 45 years or older. CONCLUSIONS Smart technology is commonly used by DCM patients. DCM apps need to be iOS and Android compatible to be accessible to all patients.

scholarly journals Technology to Support Self-Regulation in Older Adulthood: Insights From Design to Implementation

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 124-124
Author(s):  
Shannon Meija ◽  
Hans-Werner Wahl
Keyword(s):  
Older Adults ◽  
Social Relations ◽  
Technology Use ◽  
Information Seeking ◽  
Self Regulation ◽  
Well Being ◽  
Health Technology ◽  
Design Elements ◽  
Regulatory Processes ◽  
And Performance

Abstract Across the lifespan, individuals adapt to change through the careful monitoring and adjustment of goals, demands, and performance—processes of self-regulation. Technology in support of self-regulatory processes may compensate for deficiencies in the ability to set, monitor, and work toward goals. Our purpose in this symposium is to forward the discourse on how health technology—from design to implementation—can assist older adults in their efforts to support their health and well-being in daily life. Our symposium begins with design considerations for technologies that support processes of information seeking, reflection, and action. Chin presents a process for designing conversation agents that guide dialogues with older adults to support informal self-regulated learning of health information. Nie and colleagues synthesize the literature on visual feedback to provide a framework that illustrates how visual design elements can link feedback to action. The symposium continues with papers that speak to older adults’ experiences using technology to accomplish their goals. Mejía and colleagues use insight from older adults who had self-assessed their balance for 30 consecutive days to explore themes of self-monitoring accuracy and feedback preferences. Francis and colleagues use data from the Detroit-based Social Relations Study to illustrate how technology use and its implications vary when older adults engage with their weaker social ties. The symposium will conclude with a discussion led by Wahl, who will situate the papers, and the discourse on health technology design and application, within lifespan developmental and action perspectives on aging.

Web 2.0 Technologies as Cognitive Tools of the New Media Age

2009 ◽  
pp. 353-371 ◽  
Author(s):  
Yu-Chang Hsu ◽  
Yu-Hui Ching ◽  
Barbara Grabowski
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Technology Use ◽  
Collaborative Writing ◽  
Self Regulation ◽  
School Setting ◽  
Cognitive Tools ◽  
Web 2.0 Technologies ◽  
Metacognitive Activity ◽  
K 12

Web 2.0 affordances have changed the landscape of technology use for learning, knowledge construction, and collaboration important for K-12 learner literacy. This chapter introduces web 2.0 technologies, including folksonomy, collaborative writing tools such as wikis, and weblogging, as cognitive tools that can support learning of content, metacognitive activity, and self-regulation (SR) at the K-12 level. Recent conceptual and empirical research is reviewed to support the use of these technologies. Application scenarios are provided to elaborate on how the technologies can be incorporated into teaching. Design and implementation implications, and a discussion of issues and challenges are included throughout for teachers, practitioners, and researchers interested in adopting these new media in the school setting.

Sign in / Sign up

Export Citation Format

Share Document