Ailsa Haxell - Academia.edu (original) (raw)
Papers by Ailsa Haxell
Frontiers in Education, Jun 30, 2021
Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, pre... more Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as 'emergency online education'. As staff face unprecedented challenges, so too do students. Given that the consequences of these times are likely to be felt well into the future, it is important to capture what is happening now. We therefore present this perspective piece comprising 13 musings co-authored by students and educators regarding our experiences of two lockdowns within Aotearoa New Zealand in 2020 representative of the disrupted university in its adjustment to learning and teaching. In contributing to calls to develop a post-pandemic pedagogy for higher education, and better support staff and student well-being, we draw on methods that would multiply questions and invoke possibilities, as an impetus for reimagining higher education. Making use of a cogenerative dialoguing process, these musings enable multiple voices to be heard and considered. A non-representational lens enables us to explore the what and how of Covid-19 creating disruption and uncertainty for students' and educators, influencing their psychological well-being and higher education pedagogy and practices, and becoming a contextually relevant taonga (treasure) of experiences that might inform future educational activities.
In shifting work predicated on talking to the very small screen of mobile phones, a space approxi... more In shifting work predicated on talking to the very small screen of mobile phones, a space approximately 3cm by 3cm space, with a 160 characters imposed on each utterance, and where noone gets seen or heard, a significant challenge is generated. This is the challenge faced by Youthline, New Zealand (NZ), a youth oriented telephone helpline. There is no evidence-base for such a practice; there never is for new practice. How then is new practice learned? One of the teaching and learning challenges that becomes apparent is that something cannot be taught until it is known, and in not knowing how the practice would develop there could be little preparation for those involved. They had to learn from each other. What evolves provides a unique opportunity for studying processes of informal networked learning, a network in the wild. This paper draws on conceptual and analytical tools drawn from actor-network theory (ANT). In tracing the detailed activities of those involved it becomes possible to see that practice might have been, and still could be otherwise. The networked learning that occurs is a reflection of the interactions between those involved. In working the technology to suit human needs, it becomes apparent that the technology simultaneously shapes those involved. The technology in this network is demonstrably not a passive carrier of conversation, nor are the young people making use of the service passive recipients, the counsellors do not move in untroubled ways from one medium to another, and counselling does not remain the same. In observing practice development it becomes evident that things happen due to contingent relationships rather than individually held agency. Recognizing agency as distributed disrupts conceptions of who leads and who follows, of who teaches or learns, and who gets to define whom. An attribution error is made when agency is located individually; young people are cast as choosing text for pathological reasons that spans being developmentally challenged through to being a member of the thumb generation. Such errors that create barriers to empowerment are challenged by the new configurations that occur. Studying networks in the wild brings to the fore concerns associated, obviously, with what is mainstream or not. What is seen as different, edgy, acceptable or unacceptable, desirable or abhorrent will of course depend on the vantage point one has. Looking at networks in the wild provides a further vantage point. There is potential that other educators might learn from network learning spaces where the borders on innovation and of literacy practices are less firm.
When integrating new technologies into practice, we tend to think of ourselves as designers or di... more When integrating new technologies into practice, we tend to think of ourselves as designers or directors of our own practices. In contrast, this paper considers how technologies may be shaping practices and/or shaping us. In studying change as communication and computer technologies are integrated within a community youth counselling centre, I explore the web of relations where human and non-human actors have influence. The research presented in this paper is informed by actor-network theory (ANT), an approach investigating the material semiotics of what shapes, and is shaped. In this paper the particular and peculiar effects of text messaging for counselling are considered. The effects are not considered in terms of being good or bad. To this author, attempting such normative evaluation is like asking: is talking to strangers good or bad? The answer must be: it depends. Whether the changes that occur are anticipated, desirable, able to be enhanced or moderated requires a fuller pic...
This paper is about a slow hunch. A hunch that a modest interference in networked learning, that ... more This paper is about a slow hunch. A hunch that a modest interference in networked learning, that we have called public click pedagogy (PCP), may, in some instances, usefully open up a side of networked learning that is often glossed. Learning new material, developing new skills, making new discoveries can be complicated, and messy. Few of us go from inexperienced to skilled or novice to master in anything like a simple, tidy or routine manner. We often learn more from our mistakes than our successes. We sometimes find ourselves in blind alleys or chasing down rabbit holes that appear to take us nowhere. What learners actually do when they try to come to terms with a new domain via formal or informal means, tends to be secret learner business. What is commonly made visible is how successful they are in coming to terms with the domain, something which is judged by people who have demonstrated knowledge and expertise in the domain. Our hunch is that a modest exploration of secret learn...
At Youthline (NZ), the phones hardly ring anymore. Young people still have problems and are still... more At Youthline (NZ), the phones hardly ring anymore. Young people still have problems and are still helped, but the help mostly happens silently. This article addresses what happens when interactions with a crisis helpline service shift into the medium of text messaging. In asking what happens following the move to such spaces, it is hoped that a more fundamental question might then be addressed: Is this change for the good? In undertaking a qualitative study involving data analysis of some 6000 texted interactions received and sent by Youthline, and augmenting this data with interviews of those who had engaged with Youthline through text, this article argues that emotional support provided by text is neither good nor bad, but simply different.
• In New Zealand, Davis, Lay‐Yee, Bryant, ScoK, Johnson, and Bingley (2001), reported a 12.9% iat... more • In New Zealand, Davis, Lay‐Yee, Bryant, ScoK, Johnson, and Bingley (2001), reported a 12.9% iatrogeneic rate for those hospitalised. Their retrospec8ve study inves8gated documented adverse events across 13 NZ hospitals. The undocumented adverse event rate can be presumed to be much higher. Evans (2007) portrayed the staggering size of these preventable events as: the death rate being equivalent to four Boeing 747’s crashing in New Zealand every year; three 8mes the road traffic death rate; and double the deaths from both homicide and suicide.
Sociology Study, 2017
Traditionally, education environments are Eurocentric. They have reinforced "pedagogy of the oppr... more Traditionally, education environments are Eurocentric. They have reinforced "pedagogy of the oppressed" where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Pacific/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasifika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students' knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students' success.
Journal of Education Policy, 2017
Balancing Between Opportunities and Risks Proceedings of the E Youth Multidisciplinary Conference 2010, 2010
"Haxell, A. (2010, May 1... more "Haxell, A. (2010, May 10). Empowerment in tight spaces. Paper presented at the E-Youth Multidisciplinary Conference Balancing between opportunity and risk, University of Antwerp and UCSIA. Antwerp, Belgium. "
Nl 2014 Proceedings of the Networked Learning 2014 International Conference, 2014
In studyn th sociolog of transl8n, ther is logic n atemptin 2 stay az tru 2 form az possbl n repo... more In studyn th sociolog of transl8n, ther is logic n atemptin 2 stay az tru 2 form az possbl n reportin on studies, 4 wat is known is n de performanc of reportin, furthr transl8ns ocur. + additionl & praps unesary distortns ocur wen d resrch is bEing disemN8d. Taking a performativ turn, research disein8n attnds 2 > than th aesthetic. N nvestig8ng how young ppl bcom positind n thR preferences 4 textn ther iz positnin dat trivializs, pathologizs & marginalizs. N only attendin 2 a sanitizd voice, 1 made 2 fit th acadimc audiens, transl8d in2 d discours of th0s situa8d n d mainstrem, proceses of colonz8n & opresn r perpetu8d. N givng academic credens 2 particla voices & not othrs, conventns of academia suport a domiNt discours: "to b takn serious dont stay az u r". This papr ther4 focuss on a partclr part of reserch, the collatral damge of reserch dissemn8n that restrcts & altrs voice. 2 redres violenc gainst such voices, a performativ turn is takn. This papr xplors txtuality & txtual dis-ez az a dialogicly provocativ txtd performnce. I present txt lnguag as non-trivial & non-pathologicl. In presntn this reserch my intentn is not 2 provid a spect8rs view on som priv8 world, nor entrtain, but 2 engage u/us in a prformanc runing intrferenc on conventns th@ wuld marginaliz & oppress. In doing so, a socioloG of transl8n prvokes undrstnding not only of thngs techy & social, but politcal; of practis realitz th@ wuld ‘other’ & prhaps betr undrstandin of how we 2 may b ‘othering’.
The phones at Youthline (NZ) hardly ring anymore. Young people still have problems, and are still... more The phones at Youthline (NZ) hardly ring anymore. Young people still have problems, and are still helped, but it happens silently. This thesis addresses how counselling changes when mediated by technology, specifically text messaging. With emphasis on ‘moral purposing’, what it is to do good in contemporary counselling is explored.
International Journal of Actor-Network Theory and Technological Innovation, 2015
Given youth work is frequently entered into with the intention of making a difference in young pe... more Given youth work is frequently entered into with the intention of making a difference in young people's lives, this article has been undertaken with the intention of making a difference differently. Drawing on actor-network theory, and the concept of hinterlands, influences shaping the practice of text counselling at a youth oriented helpline are discussed. This is however a contested space. There is no evidence base for such practice; but for new practices there never is. How then does novel practice come into being and become accepted? And how does this occur for people whose ways of engaging involves being neither seen nor heard? In presenting stories of practice as it is shaped there is opportunity to consider whose stories are heard and perhaps whose should be. In uncovering relations that would hold this particular practice more and less stable, scope is also provided for considering how making a difference might also be done differently.
British Journal of Guidance & Counselling, 2014
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Encyclopedia of Communication Theory
To learn about the major processes in communication 2. To know the definition of language 3. To u... more To learn about the major processes in communication 2. To know the definition of language 3. To understand the processes and systems that underlie speech and language development 4. To differentiate between language form, content, and use 5. To learn about important changes in language development that occur during four major periods of development: infancy, the preschool years, the school-age years, and adulthood © NanoStockk/Getty Images This is a book about communication and the ways that it can be disrupted. Communication is any exchange of meaning between a sender and a receiver. This seemingly simple exchange is the primary means by which humans share their thoughts and feelings, express their identity, build relationships, pass on traditions, conduct business, teach, and learn. Some communication is intentional, as when you tell your friend about your course schedule. Some communication is unintentional, as when your friend interprets your facial expressions or your body language that indicate that you do not like your schedule. Most of the time, meaning is exchanged via a code, called language. Language is best defined as a standard set of symbols 29 CHAPTER 2
ascilite.org.au
The concept of young people being negatively affected by the ubiquitous mobile telephone (mobile... more The concept of young people being negatively affected by the ubiquitous mobile telephone (mobile), has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues involved. Questions of how we are both ...
ascilite.org.au
When integrating new technologies into practice, we tend to think of ourselves as designers or di... more When integrating new technologies into practice, we tend to think of ourselves as designers or directors of our own practices. In contrast, this paper considers how technologies may be shaping practices and/or shaping us. In studying change as communication and computer ...
15th International Nursing Research …, 2004
Objective: The changing culture of the tertiary education sector has substantial impact on the pr... more Objective: The changing culture of the tertiary education sector has substantial impact on the preparation of a vocational workforce. The need to prepare nursing graduates for more, with less, provides optimists a challenge. Design: Being an optimist, flexibility has led to the ...
Frontiers in Education, Jun 30, 2021
Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, pre... more Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as 'emergency online education'. As staff face unprecedented challenges, so too do students. Given that the consequences of these times are likely to be felt well into the future, it is important to capture what is happening now. We therefore present this perspective piece comprising 13 musings co-authored by students and educators regarding our experiences of two lockdowns within Aotearoa New Zealand in 2020 representative of the disrupted university in its adjustment to learning and teaching. In contributing to calls to develop a post-pandemic pedagogy for higher education, and better support staff and student well-being, we draw on methods that would multiply questions and invoke possibilities, as an impetus for reimagining higher education. Making use of a cogenerative dialoguing process, these musings enable multiple voices to be heard and considered. A non-representational lens enables us to explore the what and how of Covid-19 creating disruption and uncertainty for students' and educators, influencing their psychological well-being and higher education pedagogy and practices, and becoming a contextually relevant taonga (treasure) of experiences that might inform future educational activities.
In shifting work predicated on talking to the very small screen of mobile phones, a space approxi... more In shifting work predicated on talking to the very small screen of mobile phones, a space approximately 3cm by 3cm space, with a 160 characters imposed on each utterance, and where noone gets seen or heard, a significant challenge is generated. This is the challenge faced by Youthline, New Zealand (NZ), a youth oriented telephone helpline. There is no evidence-base for such a practice; there never is for new practice. How then is new practice learned? One of the teaching and learning challenges that becomes apparent is that something cannot be taught until it is known, and in not knowing how the practice would develop there could be little preparation for those involved. They had to learn from each other. What evolves provides a unique opportunity for studying processes of informal networked learning, a network in the wild. This paper draws on conceptual and analytical tools drawn from actor-network theory (ANT). In tracing the detailed activities of those involved it becomes possible to see that practice might have been, and still could be otherwise. The networked learning that occurs is a reflection of the interactions between those involved. In working the technology to suit human needs, it becomes apparent that the technology simultaneously shapes those involved. The technology in this network is demonstrably not a passive carrier of conversation, nor are the young people making use of the service passive recipients, the counsellors do not move in untroubled ways from one medium to another, and counselling does not remain the same. In observing practice development it becomes evident that things happen due to contingent relationships rather than individually held agency. Recognizing agency as distributed disrupts conceptions of who leads and who follows, of who teaches or learns, and who gets to define whom. An attribution error is made when agency is located individually; young people are cast as choosing text for pathological reasons that spans being developmentally challenged through to being a member of the thumb generation. Such errors that create barriers to empowerment are challenged by the new configurations that occur. Studying networks in the wild brings to the fore concerns associated, obviously, with what is mainstream or not. What is seen as different, edgy, acceptable or unacceptable, desirable or abhorrent will of course depend on the vantage point one has. Looking at networks in the wild provides a further vantage point. There is potential that other educators might learn from network learning spaces where the borders on innovation and of literacy practices are less firm.
When integrating new technologies into practice, we tend to think of ourselves as designers or di... more When integrating new technologies into practice, we tend to think of ourselves as designers or directors of our own practices. In contrast, this paper considers how technologies may be shaping practices and/or shaping us. In studying change as communication and computer technologies are integrated within a community youth counselling centre, I explore the web of relations where human and non-human actors have influence. The research presented in this paper is informed by actor-network theory (ANT), an approach investigating the material semiotics of what shapes, and is shaped. In this paper the particular and peculiar effects of text messaging for counselling are considered. The effects are not considered in terms of being good or bad. To this author, attempting such normative evaluation is like asking: is talking to strangers good or bad? The answer must be: it depends. Whether the changes that occur are anticipated, desirable, able to be enhanced or moderated requires a fuller pic...
This paper is about a slow hunch. A hunch that a modest interference in networked learning, that ... more This paper is about a slow hunch. A hunch that a modest interference in networked learning, that we have called public click pedagogy (PCP), may, in some instances, usefully open up a side of networked learning that is often glossed. Learning new material, developing new skills, making new discoveries can be complicated, and messy. Few of us go from inexperienced to skilled or novice to master in anything like a simple, tidy or routine manner. We often learn more from our mistakes than our successes. We sometimes find ourselves in blind alleys or chasing down rabbit holes that appear to take us nowhere. What learners actually do when they try to come to terms with a new domain via formal or informal means, tends to be secret learner business. What is commonly made visible is how successful they are in coming to terms with the domain, something which is judged by people who have demonstrated knowledge and expertise in the domain. Our hunch is that a modest exploration of secret learn...
At Youthline (NZ), the phones hardly ring anymore. Young people still have problems and are still... more At Youthline (NZ), the phones hardly ring anymore. Young people still have problems and are still helped, but the help mostly happens silently. This article addresses what happens when interactions with a crisis helpline service shift into the medium of text messaging. In asking what happens following the move to such spaces, it is hoped that a more fundamental question might then be addressed: Is this change for the good? In undertaking a qualitative study involving data analysis of some 6000 texted interactions received and sent by Youthline, and augmenting this data with interviews of those who had engaged with Youthline through text, this article argues that emotional support provided by text is neither good nor bad, but simply different.
• In New Zealand, Davis, Lay‐Yee, Bryant, ScoK, Johnson, and Bingley (2001), reported a 12.9% iat... more • In New Zealand, Davis, Lay‐Yee, Bryant, ScoK, Johnson, and Bingley (2001), reported a 12.9% iatrogeneic rate for those hospitalised. Their retrospec8ve study inves8gated documented adverse events across 13 NZ hospitals. The undocumented adverse event rate can be presumed to be much higher. Evans (2007) portrayed the staggering size of these preventable events as: the death rate being equivalent to four Boeing 747’s crashing in New Zealand every year; three 8mes the road traffic death rate; and double the deaths from both homicide and suicide.
Sociology Study, 2017
Traditionally, education environments are Eurocentric. They have reinforced "pedagogy of the oppr... more Traditionally, education environments are Eurocentric. They have reinforced "pedagogy of the oppressed" where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Pacific/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasifika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students' knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students' success.
Journal of Education Policy, 2017
Balancing Between Opportunities and Risks Proceedings of the E Youth Multidisciplinary Conference 2010, 2010
"Haxell, A. (2010, May 1... more "Haxell, A. (2010, May 10). Empowerment in tight spaces. Paper presented at the E-Youth Multidisciplinary Conference Balancing between opportunity and risk, University of Antwerp and UCSIA. Antwerp, Belgium. "
Nl 2014 Proceedings of the Networked Learning 2014 International Conference, 2014
In studyn th sociolog of transl8n, ther is logic n atemptin 2 stay az tru 2 form az possbl n repo... more In studyn th sociolog of transl8n, ther is logic n atemptin 2 stay az tru 2 form az possbl n reportin on studies, 4 wat is known is n de performanc of reportin, furthr transl8ns ocur. + additionl & praps unesary distortns ocur wen d resrch is bEing disemN8d. Taking a performativ turn, research disein8n attnds 2 > than th aesthetic. N nvestig8ng how young ppl bcom positind n thR preferences 4 textn ther iz positnin dat trivializs, pathologizs & marginalizs. N only attendin 2 a sanitizd voice, 1 made 2 fit th acadimc audiens, transl8d in2 d discours of th0s situa8d n d mainstrem, proceses of colonz8n & opresn r perpetu8d. N givng academic credens 2 particla voices & not othrs, conventns of academia suport a domiNt discours: "to b takn serious dont stay az u r". This papr ther4 focuss on a partclr part of reserch, the collatral damge of reserch dissemn8n that restrcts & altrs voice. 2 redres violenc gainst such voices, a performativ turn is takn. This papr xplors txtuality & txtual dis-ez az a dialogicly provocativ txtd performnce. I present txt lnguag as non-trivial & non-pathologicl. In presntn this reserch my intentn is not 2 provid a spect8rs view on som priv8 world, nor entrtain, but 2 engage u/us in a prformanc runing intrferenc on conventns th@ wuld marginaliz & oppress. In doing so, a socioloG of transl8n prvokes undrstnding not only of thngs techy & social, but politcal; of practis realitz th@ wuld ‘other’ & prhaps betr undrstandin of how we 2 may b ‘othering’.
The phones at Youthline (NZ) hardly ring anymore. Young people still have problems, and are still... more The phones at Youthline (NZ) hardly ring anymore. Young people still have problems, and are still helped, but it happens silently. This thesis addresses how counselling changes when mediated by technology, specifically text messaging. With emphasis on ‘moral purposing’, what it is to do good in contemporary counselling is explored.
International Journal of Actor-Network Theory and Technological Innovation, 2015
Given youth work is frequently entered into with the intention of making a difference in young pe... more Given youth work is frequently entered into with the intention of making a difference in young people's lives, this article has been undertaken with the intention of making a difference differently. Drawing on actor-network theory, and the concept of hinterlands, influences shaping the practice of text counselling at a youth oriented helpline are discussed. This is however a contested space. There is no evidence base for such practice; but for new practices there never is. How then does novel practice come into being and become accepted? And how does this occur for people whose ways of engaging involves being neither seen nor heard? In presenting stories of practice as it is shaped there is opportunity to consider whose stories are heard and perhaps whose should be. In uncovering relations that would hold this particular practice more and less stable, scope is also provided for considering how making a difference might also be done differently.
British Journal of Guidance & Counselling, 2014
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Encyclopedia of Communication Theory
To learn about the major processes in communication 2. To know the definition of language 3. To u... more To learn about the major processes in communication 2. To know the definition of language 3. To understand the processes and systems that underlie speech and language development 4. To differentiate between language form, content, and use 5. To learn about important changes in language development that occur during four major periods of development: infancy, the preschool years, the school-age years, and adulthood © NanoStockk/Getty Images This is a book about communication and the ways that it can be disrupted. Communication is any exchange of meaning between a sender and a receiver. This seemingly simple exchange is the primary means by which humans share their thoughts and feelings, express their identity, build relationships, pass on traditions, conduct business, teach, and learn. Some communication is intentional, as when you tell your friend about your course schedule. Some communication is unintentional, as when your friend interprets your facial expressions or your body language that indicate that you do not like your schedule. Most of the time, meaning is exchanged via a code, called language. Language is best defined as a standard set of symbols 29 CHAPTER 2
ascilite.org.au
The concept of young people being negatively affected by the ubiquitous mobile telephone (mobile... more The concept of young people being negatively affected by the ubiquitous mobile telephone (mobile), has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues involved. Questions of how we are both ...
ascilite.org.au
When integrating new technologies into practice, we tend to think of ourselves as designers or di... more When integrating new technologies into practice, we tend to think of ourselves as designers or directors of our own practices. In contrast, this paper considers how technologies may be shaping practices and/or shaping us. In studying change as communication and computer ...
15th International Nursing Research …, 2004
Objective: The changing culture of the tertiary education sector has substantial impact on the pr... more Objective: The changing culture of the tertiary education sector has substantial impact on the preparation of a vocational workforce. The need to prepare nursing graduates for more, with less, provides optimists a challenge. Design: Being an optimist, flexibility has led to the ...