Understanding the role of the bring-your-own-device policy in medical education and healthcare delivery at the University of Botswana’s Faculty of Medicine

Purpose Seeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this study was to use the actor–network theory to explore the potential role of a BYOD policy at the University of Botswana’s Faculty of Medicine. Design/methodology/approach Purposive sampling was used to select the participants and interviews, focus group discussions, observations and document analysis were used to collect data. Data were collected from 27 participants and analysed using grounded theory techniques. Emerging themes were continually compared and contrasted with incoming data to create broad themes and sub-themes and to establish relationships or patterns from the data. Findings The results suggest that the potential roles for BYOD policy include promoting appropriate mobile device use, promoting equitable access to mobile devices and content, and integrating mobile devices into medical education, healthcare delivery and other institutional processes. Research limitations/implications BYOD policy could be conceptualized and researched as a “script” that binds actors/actants into a “network” of constituents (with shared interests) such as medical schools and healthcare facilities, mobile devices, internet/WiFi, computers, software, computer systems, medical students, clinical teachers or doctors, nurses, information technology technicians, patients, curriculum, information sources or content, classrooms, computer labs and infections. Practical implications BYOD is a policy that seeks to represent the interests (presents as a solution to their problems) of the key stakeholders such as medical schools, healthcare facilities and mobile device users. BYOD is introduced in medical schools and healthcare facilities to promote equitable access to mobile devices and content, appropriate mobile device use and ensure distribution of liability between the mobile device users and the institution and address the implication of mobile device use in teaching and learning. Originality/value The BYOD policy is a comprehensive solution that transcends other institutional policies and regulations to fully integrate mobile devices in medical education and healthcare delivery.

What Human Factors Are Associated With The Adoption Of BYOB in an organization

Abstract—Bring Your Own Device (BOYD) is one of the current trends adopted widely by organizations. The reason for its positive reception is due to the benefit it brings to the organization through cost-efficiency, productivity levels, performance, and morale among the employee teams. Despite the benefits that BOYD brings about to organizations, many organizations are still skeptical about the threats and vulnerabilities that come about due to the human element in mobile technology. Within this context, the present paper provides an investigative approach to the role of the impact of the human element in the BOYD scheme. The paper concludes that to promote the adoption of BYOD in the organization, and there must be a renewed focus on building the element of trust and ensuring that the users can derive the maximum utility from the devices.

ПЕРСОНАЛІЗАЦІЯ В ОСВІТІ: УПРАВЛІННЯ СТУДЕНТАМИ ВЛАСНОЮ ТРАЄКТОРІЄЮ НАВЧАННЯ ЗАСОБАМИ ЦИФРОВИХ ТЕХНОЛОГІЙ

У статті представлено огляд підходів до навчання, а саме: персоналізації, індивідуалізації та диференціації в психологічному й педагогічному контекстах. Розглянуто зміст дефініцій, які є близькими до поняття персоналізації. Представлено перші спроби дослідження персоналізованого підходу в школах та університетах світу, його характерні ознаки й відмінності. Продемонстровано ключову роль студента в освітньому процесі при персоналізованому навчанні, який замотивований на вивчення професійно спрямованих дисциплін, формує та розвиває вміння самостійно працювати, керує власним процесом навчання, плануючи індивідуальний шлях, місце, час і темп діяльності в електронному навчальному курсі. Наставником і помічником студента, модератором цифрового освітнього середовища є педагог. У статті представлено вибудовування індивідуальної освітньої траєкторії студентами закладів вищої освіти та управління персоналізованим навчанням на прикладі навчальних курсів «Інженерна та комп’ютерна графіка» і «Нарисна геометрія, інженерна та комп’ютерна графіка». Нові методики й моделі навчання, адаптовані до самостійної роботи, являють собою певну структуру занять, у них наявні методичні розробки залежно від очікуваних результатів навчання, інноваційні види діяльності, підходи до навчання. На основі дослідження презентовано структуру персоналізованого підходу. Відзначено застосування BYOD (Bring Your Own Device – Принеси свій власний пристрій)-технологій у навчальній діяльності як ефективного інструмента для всіх учасників освітнього процесу. Технології сприяють персоналізованому навчанню студентів, спрощують процес оцінювання результатів їх самостійної роботи, автоматизують навчальний процес і дають зворотний зв’язок. Підкреслено, що актуальність значення питання персоналізації зростає в період пандемії через перенесення аудиторних занять в онлайн режим. Подано приклади індивідуальних освітніх траєкторій за освітнім модулем. Проілюстровано завдання для студентів за певним цільовим рівнем на платформі Moodle. Представлено результати використання персоналізованої моделі в освітньому процесі вищої школи.

Perancangan Sistem Informasi Monitoring Pembangunan Desa Berbasis Bring Your Own Device

Dalam upaya melakukan pengelolaan potensi sumber daya dan persoalan di desa, pihak pemerintah desa telah merancang program pembangunan jangka lima tahun yang disusun dalam dokumen bernama RPJM Desa. Pada pelaksanaan kebijakan pada program tersebut, diperlukan monitoring secara berkala agar luaran yang dihasilkan sejalan dengan tujuan yang ditetapkan. Saat ini kegiatan monitoring pembangunan di Desa Majalaya masih bersifat konvensional. Kaur Umum dan Perencanaan perlu melakukan kunjungan langsung ke beberapa lokasi pembangunan dan mengelola berita monitoring yang dilaporkan oleh aparatur desa dari media whatsapp sehingga proses monitoring membutuhkan waktu dan tenaga yang banyak. Berdasarkan hal tersebut, Peneliti mengusulkan sistem informasi monitoring pembangunan di Desa Majalaya dengan tujuan menganalisis dan merancang sistem informasi pembangunan desa berbasis Bring Your Own Device (BYOD). Sistem usulan dirancang menggunakan metode System Development Life Cycle (SDLC), mulai dari tahap planning, analysis dan design. Hasil penelitian menunjukkan bahwa sistem informasi monitoring pembangunan desa berbasis BYOD dapat menghasilkan informasi secara cepat dan akurat sehingga memudahkan Kaur Umum dan Perencanaan beserta aparatur desa lainnya dalam mengelola data monitoring pembangunan desa. Hal ini karena sistem tersebut memiliki database yang mengelola data monitoring secara otomatis dan dihubungkan dengan smartphone pengguna yang memiliki akses internet. Selain itu, terdapat fitur geolocation yang dapat melacak koordinat lokasi kegiatan monitoring sehingga informasi yang diterima Kaur Umum dan Perencanaan lebih relevan.

M-learning and the EFL classroom

Technology is definitely ubiquitous. It is what keeps us constantly connected to different people on a daily basis. Since the advent of smartphones, technology has also changed the way we perform many of our everyday tasks, including the ones at the school local context. It also reinvented the way teenagers learn and behave in the classroom, EFL institutions included. This article, then, aims to present and discuss the role of mobile learning in the teaching of English-speaking skills and the concept of Bring Your Own Device. Additionally, based on the concept of Partnering Pedagogy (PRENSKY, 2012), it suggests a lesson plan for regular school pre-teens to show how teachers can give the first step toward the implementation of mobile devices in their educational practices. The lesson, which can be applied either to online or face-to-face contexts, showed how teenage students become more willing to participate in speaking activities. Finally, the text brings to light some reflection on the integration of mobile technologies in EFL learning practices, emphasizing the essence of delivering high quality learning lessons rather than giving central importance to technology per se.

The Opinions and Perceptions of K1-3 Parents in Relation to BYOD Implementation in Japanese Kindergartens

Bring Your Own Device (BYOD) is a concept that is gaining a following worldwide as a cost-effective means for schools to provide 21st-century skills (Bell, 2010) with limited funding. The current paper shows the results of a survey into the opinions and perceptions of parents of Japanese K1-3 students' use of technology, specifically the application of BYOD at this level. This survey was conducted at a private kindergarten in Japan and was administered to 100 parents of K1-3 students. Results of this survey showed that even at this age, students have access to and use a variety of devices within the home environment under the guidance of parents. In addition, device time usage varied significantly by household, with some children allowed to use devices for over 90 minutes per day. However, when asked if they would accept BYOD at the K1-3 level, the answers were overwhelmingly negative. Thus, the results of this survey show that while BYOD was considered acceptable from the higher grades of elementary school, the idea of implementing a BYOD program at the K1-3 level is still a step too far for parents of kindergarten students in Japan.

Free and Open Source Software for Computational Chemistry Education

Long in the making, computational chemistry for the masses [J. Chem. Educ. 1996, 73, 104] is finally here. Our brief review on various free and open source software (FOSS) quantum chemistry packages points out the existence of software offering a wide range of functionality, all the way from approximate semiempirical calculations with tight-binding density functional theory to sophisticated ab initio wave function methods such as coupled-cluster theory, both for molecular and for solid-state systems. Combined with the remarkable increase in the computing power of personal devices, which now rivals that of the fastest supercomputers in the world of the 1990s, we demonstrate that a decentralized model for teaching computational chemistry is now possible thanks to FOSS computational chemistry packages, enabling students to perform reasonable modeling on their own computing devices, in the bring your own device (BYOD) scheme. FOSS software can be made trivially simple to install and keep up to date, eliminating the need for departmental support, and also enables comprehensive teaching strategies, as various algorithms' actual implementations can be used in teaching. We exemplify what kinds of calculations are feasible with four FOSS electronic structure programs, assuming only extremely modest computational resources, to illustrate how FOSS packages enable decentralized approaches to computational chemistry education within the BYOD scheme. FOSS also has further benefits: the open access to the source code of FOSS packages democratizes the science of computational chemistry, and FOSS packages can be used without limitation also beyond education, in academic and industrial applications, for example. For these reasons, we believe FOSS will become ever more pervasive in computational chemistry.