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Purpose -The paper comprises an extended discussion of the possibilities that Web 2.0 applications offer to doctoral researchers, and where such applications fit in the early twenty-first century in the research environment. It explores the main issues associated with their use by doctoral researchers, and how these factors have influenced the design of a series of four information and communication technologies (ICT) development courses. Design/methodology/approach -Over 29 Web 2.0 applications were reviewed and grouped into 13 subject categories in terms of how they might support the activities of doctoral researchers. The resulting categories were then themed into four different groups to facilitate the delivery in order to address where and how Web 2.0 applications can enhance doctoral researchers' activities. Findings -Four groups of applications emerged: social networking, online project collaboration, online virtual desks and reusable multi-media. The four groups were developed into four courses that together comprise a new ICT skills development module intended for doctoral researchers. Social implications -In terms of portability, the 13 categories of web-based applications identified could, when taken together, comprise the infrastructure for a complete research environment that can be accessed anywhere in the world on an internet-connected PC or laptop. The aim of the module is to enhance the research experience of doctoral researchers by raising awareness of the potential and possibilities associated with using Web 2.0 applications in the research environment. Originality/value -The paper offers both ICT developers and doctoral researchers insights into the possibilities and problems of using Web 2.0 applications in the process of academic research.
Interactive exhibits in museums are providing exciting and dynamic learning experiences with significant potential to stimulate children's creativity. However, current sophisticated interfaces designed to deliver easily accessible information are not teaching the fundamental skills necessarily to foster genuine creative outcomes. The aim of our research is to promote a design methodology that fosters children's creativity, helping them to gain the formative skills necessary to nurture the process of creative learning. There needs to be more encouragement to motivate children's curiosity and the promotion of observational skills that can help them realise the creative possibilities to be derived from everyday experiences. This paper describes the development of the Creative Surprise Model (CSM): a cognitive framework that informs a methodology to support interactive design practitioners. It identifies the motivational link between the surprise emotion and the generation of creativity. We demonstrate how it is applied by describing a real life design task.
It is arguable that expertise in interprofessional working can be defined as effective team working to place clients’ needs as paramount: a particular kind of problem solving. Psychological definitions of expertise focus upon problem solving in general, so it is arguable that this literature differs only in emphasis rather than the underlying nature of activities described. This opens possibilities to draw upon literature concerning the development of expertise, which tends to concern how high performers differ from non-experts. For example, Dreyfus & Dreyfus (1986) conclude this is in terms of how experts think and solve problems, rather than their personal knowledge. It seems that experienced problem-solvers discern regularly recurring environmental patterns, drawing upon a body of domain knowledge and experience to do so. In exploring these parallels, this chapter examines beliefs and attitude change, in terms of how they might relate to each other, to outline some possible implications for educators
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