Abstract: Human–information interaction (HII) for simple information and for complex information is different because people’s goals and information needs differ between the two cases. With complex information, comprehension comes from understanding the relationships and interactions within the information and factors outside of a design team’s control. Yet, a design team must consider all these within an HII design in order to maximize the communication potential. This paper considers how simple and complex information requires different design strategies and how those strategies differ.
Abstract: Every day, people from different professions and disciplines need to use information to make decisions, plan courses of action, discover patterns in big data, solve problems, analyze situations, make sense of phenomena, learn new concepts, make forecasts about future trends, and so on. People whose professions involve the frequent or continual performance of such activities include scientists, healthcare specialists, medical researchers, librarians, journalists, engineers, stock brokers, archeologists, educators, social scientists, and others—i.e., the so-called knowledge workers. As the amount and complexity of information is on the rise, it is becoming more important to understand how humans use and interact with information to support their everyday tasks and activities. [...]
Abstract: In late October 2014, a new exhibition opened at The Science Museum in London. Titled “The Information Age: Six Networks That Changed Our World” , the exhibition received widespread publicity when it was opened by Queen Elizabeth who used this as the opportunity to send her first tweet, using the account @BritishMonarchy.[...]
Abstract: In this global era, critical thinking has become crucial for educators and learners. The purpose of this research was to explore how modifying a dialogical strategy in asynchronous online discussion forums impacted Chinese learners’ critical thinking. Due to the Chinese cultural impact of social harmony, the majority of learners tend to maintain silent and avoid critical discussions in instructional settings. The author deployed an affectively supportive model in a modified dialogical strategy to structure Chinese EFL learners’ asynchronous critical postings by probing and questioning while requiring labeling of each cross-referencing posting as Agree/Disagree/Challenge/New Perspective. The participants were two cohorts of similar cultural background but under different political systems in China and Taiwan, here engaged together in cultural interactions. This study employed two research methods: standardized critical thinking tests, and focus groups. Findings reveal that learners in both cohorts indicated some improvement in their critical thinking skills. Nevertheless, there remain affective and cultural issues. Future studies are thus recommended to further investigate the potential of an adaptive model to engage critical discussions with English native speakers and optimize critical thinking for Chinese learners in an EFL environment.
Abstract: Decision support tools exist for oncologic follow up. Their main interest is to help physicians improve their oncologic readings but this theoretical benefit has to be quantified by concrete evidence. The purpose of the study was to evaluate and quantify the impact of using dedicated software on RECIST readings. A comparison was made between RECIST readings without dedicated application vs. readings using dedicated software (Myrian® XL-Onco, Intrasense, France) with specific functionalities such as 3D elastic target matching and automated calculation of tumoral response. A retrospective database of 40 patients who underwent a CT scan follow up was used (thoracic/abdominal lesions). The reading panel was composed of two radiologists. Reading times, intra/inter-operator reproducibility of measurements and RECIST response misclassifications were evaluated. On average, reading time was reduced by 49.7% using dedicated software. A more important saving was observed for lung lesions evaluations (63.4% vs. 36.1% for hepatic targets). Inter and intra-operator reproducibility of measurements was excellent for both reading methods. Using dedicated software prevented misclassifications on 10 readings out of 120 (eight due to calculation errors). The use of dedicated oncology software optimises RECIST evaluation by decreasing reading times significantly and avoiding response misclassifications due to manual calculation errors or approximations.
Abstract: Electronic learning platforms are evolving and their evaluation is becoming more complex and challenging with time. Yet, the evaluation of electronic learning services is intrinsically linked to improving the performance of documentation services. In this paper, I describe my perspectives on the design, use and evaluation of an electronic learning platform using a lens of a practitioner from a third world country. I further delineate the challenges and constraints I encountered as a student learning about e-learning platforms and using e-learning platform services at an institution of higher learning in Sweden. In particular, the Ping Pong system at the University of Boras, Sweden, and the electronic print in the Library and Information Science (E-LIS), one of the services from the bulletin board for libraries (BUBL) Link information gateway, will be evaluated. It is anticipated that this experiential evaluation will provide designers of e-learning platforms with insights and strategies for refining the e-learning platform to facilitate teaching activities and promote students’ learning efficiency and satisfaction.