Heather Nicholson and Nicole Eva
The purpose of this paper is to describe how librarians at the University of Lethbridge Library recently undertook a pilot project to deliver information literacy to satellite…
Abstract
Purpose
The purpose of this paper is to describe how librarians at the University of Lethbridge Library recently undertook a pilot project to deliver information literacy to satellite campus students using Skype. Distance delivery of post‐secondary education is on the rise; this creates unique challenges for academic libraries who strive to meet the resource and instructional needs of students.
Design/methodology/approach
This case study outlines the literature review and environmental scan the authors took before deciding to teach their distance education students via Skype, and looks at the successes and challenges of their pilot.
Findings
Skype has some limitations as an instructional delivery tool; however, for the purpose of this pilot study proved fairly successful and a good “first step” for distance information literacy delivery.
Practical implications
Readers will learn from the authors' experience, getting ideas and tips on how to conduct information literacy classes for distance students.
Originality/value
This paper is of value to those librarians who must teach distance students, providing them with ideas on low‐cost and low‐tech solutions.
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Ruiying Cai, Lisa Nicole Cain and Hyeongjin Jeon
Extending the technology acceptance model (TAM) to a new context, the purpose of this paper is to propose an integrative model of the brand of artificial intelligence-enabled…
Abstract
Purpose
Extending the technology acceptance model (TAM) to a new context, the purpose of this paper is to propose an integrative model of the brand of artificial intelligence-enabled voice assistants (AI-EVA) and customers’ perceptions and behavioral intentions of using AI-EVA in hotels. Moderating effects of construal levels and hotel scales were examined.
Design/methodology/approach
This paper adopted a mixed method approach. A qualitative and phenomenological methodology was adopted in Study 1 to explore hotel customers’ experience with AI-EVA. Study 2 applied experimental design to investigate the effects of the brand of AI-EVA and construal level on customers’ perceptions and behavioral intentions of using AI-EVA. Based on Studies 1 and 2 results, Study 3 examined how the brand of AI-EVA and hotel scale affect customers’ perceptions and behavioral intentions of using AI-EVA during hotel stays.
Findings
This research found that customers perceive a higher level of perceived usefulness, perceived ease of use and anthropomorphism when AI-EVA is branded (vs off-brand). Perceived usefulness positively affects customers’ intention to use and to spread positive word-of-mouth. Anxiety of using AI-enabled devices and privacy concerns inhibit customers’ intention to use AI-EVA. Anthropomorphism increases customers’ willingness to spread positive word-of-mouth. Construal level moderates the effect of the brand of AI-EVAs on perceived ease of use and anthropomorphism. Hotel scale moderates the effect of brand on perceived usefulness.
Originality/value
This paper is one of the first attempts to uncover and integrate different factors underlying customers’ perceptions of using AI-EVA in an extended TAM in hotel settings. This paper provides an integrative model extending the TAM to a new context by deploying a mixed-method approach across three studies.
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Nicole B. Reinke, Eva Hatje, Ann L. Parkinson and Mary Kynn
Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework…
Abstract
Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework to guide universities toward a re-evaluation of academic integrity education. It takes a village to raise a child – a child needs role models and positive influences from multiple people for healthy growth and development. With regard to academic integrity, the parallel is that the entire university community needs to be involved to foster development of students of integrity. The institution and its community need to provide structures, multiple positive and effective learning experiences, and clear guidelines to support both staff and students. In this chapter, we argue that academic integrity needs to be seen as a complex system, one in which everyone involved has responsibility to develop and maintain a culture of integrity and one which supports a student throughout their academic journey.
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Jeremy Bernier, Elisabeth R. Gee, Yuchan (Blanche) Gao, Luis E. Pérez Cortés and Taylor M. Kessner
The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three…
Abstract
Purpose
The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).
Design/methodology/approach
The data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.
Findings
The findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.
Originality/value
This is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.
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Diana Aksenova, Wenjie Cai and Maria Gebbels
This study aims to examine the multisensory experiences of participating in a cooking class and how they shape perceptions of destinations in the pre-trip stage. Performance…
Abstract
Purpose
This study aims to examine the multisensory experiences of participating in a cooking class and how they shape perceptions of destinations in the pre-trip stage. Performance theory and prosumption provide a theoretical lens to investigate how a cooking class influences the pre-trip destination sensescape.
Design/methodology/approach
This study used participatory action research consisting of an immersive Tatarstan cooking class experience with the supporting materials of music and videos, focus group discussions and participant observations.
Findings
Cooking class participants prosume local culture and (re)construct the perceptions of Tatarstan by partaking in cooking classes through a multisensory experience. The pre-trip destination sensescape formation in the cooking class is dynamic, stimulating and memorable. With active engagement in co-creating in the process, such experience significantly strengthens and reshapes the perceptions of a destination.
Practical implications
Cooking classes can be leveraged in pre-trip marketing as a tool to enhance the competitiveness of tourism destinations and contribute to accessible tourism, such as engaging visually impaired tourists’ other heightened senses in experience design and marketing.
Originality/value
This study revealed that participation in cooking classes involves active, embodied and multisensory engagement, which acts as a vehicle of the destination perception change.
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Gillian King, Nicole Thomson, Mitchell Rothstein, Shauna Kingsnorth and Kathryn Parker
One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to…
Abstract
Purpose
One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue.
Design/methodology/approach
This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs.
Findings
An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge.
Practical implications
The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs.
Originality/value
The model’s potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.
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Kristien Zenkov, Elizabeth Rozas, Jennifer Hatch Knight, Gina Dudkowski, Eva Garin and Drew Polly
Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a…
Abstract
Purpose
Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a university-based or a PK-12 school or school district-based individual who “innovates the systems or practices to enhance the learning of all of those involved in the partnership (NASUP, n.d.).” This article describes the boundary-spanning activities and perspectives of recipients of the NASUP Boundary Spanner Award during its first two years that it was awarded (2023 and 2024).
Design/methodology/approach
The article includes autobiographical and biographical accounts about the recipients of the NASUP Exemplary PK-20 Boundary Spanner Award.
Findings
While there are no empirical findings, recipients of the NASUP Exemplary PK-20 Boundary Spanner Award shared their backgrounds, reasons for serving as a Boundary Spanner, and the impact of their work.
Originality/value
This article provides firsthand accounts of the experiences and activities of individuals who serve as Boundary Spanners to support teaching and learning.