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Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.

Describes a computer‐aided learning package developed as a multi‐media teaching resource. The package models a three‐bedroomed terrace house and students are able to interact with the model and simulate a building survey. The program is being developed as a CPD resource, particularly with the new seller’s survey in mind.

Lars Birch Andreasen is Associate Professor at the Department of Learning and Philosophy at Aalborg University, Denmark, where he is a member of the Research Lab: ICT and Designs for Learning. He holds a Ph.D. in Education from the Danish University of Education and an M.A. in Cultural Sociology from Copenhagen University. His research interests are dialogic communication, problem- and project-based learning, collaboration in virtual learning environments, information literacy, and lifelong learning.

Constraint-induced movement therapy (CIMT) is an effective intervention for arm recovery following acquired brain injury; however, there is an evidence-practice gap between research and CIMT use in practice. The aim of this study was to identify individual, organisational and social factors enabling implementation and sustained delivery of CIMT programs internationally.

Descriptive qualitative design. Purposive sampling was used to recruit occupational therapists and physiotherapists with previous experience delivering CIMT. Semi- structured interviews were conducted, using an interview schedule informed by the Theoretical Domains Framework (TDF) to explore individual factors (such as knowledge, skills and beliefs), organisational factors (such as organisational culture and resources) and social factors (such as leadership) influencing CIMT implementation. Interviews were audio-recorded, transcribed and managed using NVivo. The TDF guided data analysis and identification of key influences on CIMT implementation and sustainability.

Eleven participants (n = 7 [63.6%] occupational therapists and n = 4 [36.4%] physiotherapists) were interviewed from six countries, working across public (n = 6, 54.6%) and private health (n = 5, 45.5%). Six key domains influenced CIMT implementation and sustainability. Clinicians needed knowledge and opportunities to apply their skills, and confidence in their ability to implement CIMT. Within their workplace, supportive social influences (including broader team support), the environmental context (including organisational culture and resources) and reinforcement from seeing positive outcomes contributed to implementation and sustainability. Other important influences included community demand and tailoring of programs to meet individual needs.

This is the first study to examine therapists' experiences of CIMT implementation and sustainability across multiple countries. Factors related to capacity building, social and organisational support and resources enabled CIMT program implementation and ongoing sustainability. These findings can be used to design behaviour change interventions to support CIMT use in practice.

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and multipurpose, multimedia mobile communicative applications such as Skype. Today's educators have at their disposal a wide array of digital technologies that enable them to enhance the teaching and learning process. These technologies, coupled with more valid and reliable learning theories, are revolutionizing the way we teach and are altering our notions of what it means to learn and live in a post-industrial, globalized world. Both individually and socially, these new mobile technologies are becoming increasingly popular and useful as educational tools across a wide range of disciplines as a means to engage and retain students. If used appropriately and purposefully, these mobile technologies are well suited for the increasingly interconnected and interdependent world we live in and they provide educators with another set of tools by which to enrich the teaching and learning process and educational outcomes (Kukulska-Hulme, 2012).

In this chapter, we explore how new technologies, namely, video essays, audio-based feedback, and electronic portfolios, can transform traditional composition curriculum and deepen student learning. We begin by discussing how new technologies connect and enhance learning experiences, especially within writing-intensive courses. For each of the three technologies, we provide a brief literature review, give a local case study, and conclude with suggested applications and related resources.

If an information retrieval system is going to be of value to the user then it must give meaning to the information which matches the meaning given to it by the user. The meaning given to music varies according to who is interpreting it – the author/composer, the performer, cataloguer or the listener – and this affects how music is organized and retrieved. This paper aims to examine the meaning of music, how meaning is communicated and suggests this may affect music retrieval.

Musicology is used to define music and examine its functions leading to a discussion of how music has been organised and described. Various ways of establishing the meaning of music are reviewed, focussing on established musical analysis techniques. It is suggested that traditional methods are of limited use with digitised popular music. A discussion of semiotics and a review of semiotic analysis in western art music leads to a discussion of semiotics of popular music and examines ideas of Middleton, Stefani and Tagg.

Agreeing that music exists when communication takes place, a discussion of selected communication models leads to the proposal of a revised version of Tagg's model, adjusting it to include listener feedback.

The outcome of the analysis is a revised version of Tagg's communication model, adapted to reflect user feedback. It is suggested that this revised communication model reflects the way in which meaning is given to music.

Over the last ten years, increasing attention has been given to employees' displays of emotions to customers during service transactions and particularly to how organisations try to control these emotional displays (Adelmann, 1989; Ashforth & Humphrey, 1993; Hochschild, 1983; Rafaeli & Sutton, 1987, 1989; Wharton & Erickson, 1993). The act of expressing organisationally‐desired emotions during service interactions has been labelled emotional labour (Ashforth & Humphrey, 1993; Hochschild, 1983). The issue in emotional labour research which has received the most focus has been “emotional dissonance”, that is, the state of discomfort generated in employees when they have to express emotions which they do not genuinely feel (Middleton, 1989). In large part, this attention to emotional dissonance has been based on the potential negative consequences that emotional dissonance can have for workers psychological well being (Hochschild, 1983; Erickson, 1991; Rafaeli & Sutton, 1987; Wharton, 1993). This study seeks to extend previous empirical research on when emotional dissonance is most likely to result in these negative consequences and, especially, the importance of role internalisation as a mediating variable in the emotional dissonance‐psychological well‐being relationship.