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In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. The authors seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. The authors classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). The authors discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.

To date, system research has focused on designing security mechanisms to protect systems access although their usability has rarely been investigated. This paper reports a study in which users' perceptions of password mechanisms were investigated through questionnaires and interviews. Analysis of the questionnaires shows that many users report problems, linked to the number of passwords and frequency of password use. In-depth analysis of the interview data revealed that the degree to which users conform to security mechanisms depends on their perception of security levels, information sensitivity and compatibility with work practices. Security mechanisms incompatible with these perceptions may be circumvented by users and thereby undermine system security overall.

As the use of ubiquitous multimedia communication increases so do the privacy risks associated with widespread accessibility and utilization of data generated by such applications. Most invasions of privacy are not intentional but due to designers inability to anticipate how this data could be used, by whom, and how this might affect users. This paper addresses the problem by providing a model of user perceptions of privacy in multimedia environments. The model has been derived from an analysis of empirical studies conducted by the authors and other researchers and aids designers to determine which information users regard as private, and in which context. It also identifies trade-offs that users are willing to make rendering some privacy risks acceptable. To demonstrate how this model can be used to assess the privacy implications of multimedia communications in a specific context, an example of the models application for a specific usage scenario is provided.

Notwithstanding that ‘public engagement’ is conceptualised differently internationally and in different academic disciplines, higher education institutions largely accept the importance of public engagement with research. However, there is limited evidence on how researchers conceptualise engagement, their views on what constitutes engagement and the communities they would (or would not) like to engage with. This paper presents the results of a survey of researchers in the Open University that sought to gather data to fill these gaps. This research was part of an action research project designed to embed engagement in the routine practices of researchers at all levels. The findings indicate that researchers have a relatively narrow view of public engagement with research and the communities with which they interact. It also identified that very few strategically evaluate their public engagement activities. We conclude by discussing some of the interventions we have introduced with the aim of broadening and deepening future researcher engagement.

This paper presents findings from a study of information seeking behaviour by National Health Service patients which explored motivational triggers for infor- mation needs. Previous research has highlighted the importance of contextual elements in users' changing information needs. This paper highlights how those needs may centre on specific events: in particular, a patient's consultation with their doctor. Patients initiate information seeking to assess whether they need clinical intervention, in preparation for the patient-doctor consultation and to verify the diagnosis or treatment stemming from that consultation. The study has revealed that having confidence in health practitioners is one key motiva- tion for information seeking. Another is a desire to use health service resources judiciously, efficiently and effectively.

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