Can supervise: YES
The participation of Aboriginal Australians and Torres Strait Islander people in Information Technology jobs and education, Indigenous Australians and computer education, the "digital divide" in Australia, Australian culture and the central place of Indigenous culture within this, the history of Australian cookery, colonial contact between Indigenous and white Australians and how the latter learnt new ways with food from Aboriginal cooks, bush tucker (native Australian food)
Murphy, A, Farley, H, Dyson, LE & Jones, H 2017, Preface.
Indigenous people around the world are becoming more interested in information technology because they see it as a way to preserve their traditional cultures for future generations as well as a way to provide their communities with economic and social renewal. However, the cost of the new technologies, geographic isolation, and a lack of computer literacy have made it difficult for indigenous people to adopt IT. Information Technology and Indigenous People provides theoretical and empirical information related to the planning and execution of IT projects aimed at serving indigenous people. It explores many cultural concerns with IT implementation, including language issues and questions of cultural appropriateness, and brings together cutting-edge research from both indigenous and non-indigenous scholars. © 2007 by Idea Group Inc. All rights reserved.
Dyson, LE, Robertson, TJ, Vernon, K, Robins, P, Fuller-Quinn, B, Bailey, P & Rule, R 2006, Treaty Talks : Talks given at the ESORA and NAIDOC Week Forums Treaty! Let's Get it Right!, Eastern Suburbs Organisation for Reconciling Australia, Edgecliff, Sydney.
Dyson, LE 2002, How to Cook a Galah, 1, Lothian, South Meblourne, Australia.
Wakefield, J, Tyler, J, Dyson, LE & Frawley, JK 2019, 'Implications of student-generated screencasts on final examination performance', Accounting and Finance, vol. 59, no. 2, pp. 1415-1446.View/Download from: Publisher's site
© 2017 AFAANZ. While educational technologies can play a vital role in students' active participation in introductory accounting subjects, learning outcome implications are less clear. We believe this is the first accounting education study examining the implications of student-generated screencast assignments. We find benefits in developing the graduate attributes of communication, creativity and multimedia skills, consistent with calls by the profession. Additionally, we find improvement in final examination performance related to the assignment topic, notably in lower performing students. The screencast assignment was optional, and the findings suggest a tailored approach to assignment design related to students' developmental needs is appropriate.
Dyson, LE & Frawley, JK 2018, 'A student-generated video careers project: Understanding the learning processes in and out of the classroom', International Journal of Mobile and Blended Learning, vol. 10, no. 4, pp. 32-51.View/Download from: Publisher's site
Copyright © 2018, IGI Global. This article describes how in recent years, the multimedia recording capabilities of mobile devices have been used increasingly to create a more active, learner-centred educational experience. Despite the proven value of student-generated multimedia projects, there are still gaps in our understanding of how students learn during them. This article reports on a project in which first-year information technology students interviewed IT professionals in their workplace and video-recorded the interview to enable sharing with their peers. In order to understand the statistically significant increases found in students' learning, student diaries and reflections were analyzed qualitatively. Factors found to contribute to learning included: the iterative nature of student activities; the multiple, evolving representations of knowledge as students proceeded through the project; the importance of the workplace context in engaging students and enhancing learning; the affordance of mobile technology for capturing and sharing this context; and the collaborative and metacognitive processes fostered by the project.
Frawley, J & Dyson, LE 2018, 'Literacies and learning in motion: Meaning making and transformation in a community mobile storytelling project', International Journal of Mobile and Blended Learning, vol. 10, no. 4, pp. 52-72.View/Download from: Publisher's site
Copyright © 2018, IGI Global. Mobile and participatory cultures have led to widespread change in the way we communicate; emphasizing user generated content and digital multimedia. In this environment, informal learning may occur through digital and networked activities, with literacy no longer limited to alphabetic and character-based texts. This article explores adult learners' new literacies within the context of a digital mobile storytelling project. A qualitative approach is used to explore the artifacts and practices of nine adult participants who comprise the study. Participants created a range of fiction, non-fiction, poetry and diary-style content in a variety of modes and media. Outcomes from content analysis, interview and survey methods depict mobile digital literacies as characteristically situated, experiential and multimodal. The mobile and participatory nature of this project was catalytic to participants' imaginative re-interpretation of the world around them as sources for meaning making and transformation. This paper contributes a case example of mobile learning with adults in a community setting.
Wakefield, J, Frawley, JK, Tyler, J & Dyson, LE 2018, 'The impact of an iPad-supported annotation and sharing technology on university students' learning', COMPUTERS & EDUCATION, vol. 122, pp. 243-259.View/Download from: Publisher's site
Frawley, JK, Dyson, LE, Wakefield, JA & Tyler, JV 2016, 'Supporting graduate attribute development in introductory accounting with student-generated screencasts', International Journal of Mobile and Blended Learning, vol. 8, no. 3, pp. 65-82.View/Download from: Publisher's site
In recent years educational, industry and government bodies have placed increasing emphasis on the
need to better support the development of “soft” skills or graduate attributes within higher education.
This paper details the adoption of a student-generated multimedia screencast assignment that was
found to address this need. Implemented within a large introductory accounting subject, this optional
assignment allowed undergraduate students to design, develop and record a screencast so as to explain
a key accounting concept to their peers. This paper reports on the trial, evaluation and redesign of this
assignment. Drawing on data from student surveys, practitioner reflections and descriptive analysis of
the screencasts themselves, this paper demonstrates the ways that the assignment contributed to the
development and expression of a number of graduate attributes. These included the students’ skills
in multimedia, creativity, teamwork and self-directed learning. Adopting free-to-use software and
providing a fun and different way of learning accounting, this novel approach constitutes a sustainable
and readily replicable way of supporting graduate attribute development. This paper contributes
understandings that will be relevant to both researchers and practitioners.
Green, D, Naidoo, E, Olminkhof, C & Dyson, LE 2016, 'Tablets@university: The ownership and use of tablet devices by students', Australasian Journal of Educational Technology, vol. 32, no. 3, pp. 50-64.View/Download from: Publisher's site
Tablet devices have made a dramatic impact in the computing industry, and have been widely adopted by consumers, including tertiary students. Published research surrounding the use of tablet computers in tertiary settings appears to be largely centred on the advantages of integrating tablets into university pedagogies. However, there appears to have been very little research into the current level of ownership and use amongst students beyond university-sponsored adoption programs. This paper sets out to provide baseline data on the level of ownership and the current usage of tablets by students at an Australian university. A survey of 200 undergraduate and postgraduate students and interviews with five students showed high tablet ownership and significant engagement with educational uses. The findings of this study have implications for the incorporation of tablets into university education
McGahan, W, Ernst, H & Dyson, LE 2016, 'Individual Learning Strategies and Choice in Student-Generated Multimedia', INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING, vol. 8, no. 3, pp. 1-18.View/Download from: Publisher's site
Andrews, T, Dyson, LE & Wishart, J 2015, 'Advancing ethics frameworks and scenario-based learning to support educational research into mobile learning', INTERNATIONAL JOURNAL OF RESEARCH & METHOD IN EDUCATION, vol. 38, no. 3, pp. 320-334.View/Download from: Publisher's site
Dyson, LE, Frawley, JK, Tyler, J & Wakefield, J 2014, 'Facilitating Enhanced Learning in Tutorials through Tablet Computing Enabled Sharing and Annotation Technologies', Transactions on Mobile Learning, vol. 3, pp. 22-26.
The purpose of this study is report on a trial of tablet computing enabled sharing and annotation technologies in an Introductory Accounting subject. These technologies allow student homework to be photographed using a tablet computer (iPad in our study), shown to the class instantaneously through a data projector and annotated live by the tutor, along with student participation, using the tablet computer. These technologies are intended to address calls for more student–centred approaches to learning, moving away from the didactic approach that dominates much of accounting
education. Two focus group sessions were conducted to explore the effectiveness of the technologies, with the first group from a class where the tutor used the iPad and the second from a class where
there was no iPad use. The findings from the focus groups suggest that in the class where the iPad
was used, there was a far greater ability to focus on the questions and problems students were facing,
a lot more material could be covered, student felt more comfortable participating because they could
see their fellow students faced similar challenges and they were far more likely to complete
homework prior to class. Overall this indicates there were significant benefits for students.
Innovations in information and communication technologies have allowed people to actively author multimodal content and engage in new meaning-making practices. New Literacies research has gone some way to understanding new meaning-making behaviours. However, this research often derives its understandings from studies undertaken with students enrolled in formal educational settings. Mobile technologies are increasingly situated outside such domains; the informal use of these devices by adults remains on the periphery of scholarly focus. mStories is a creative participatory digital mobile storytelling project. Taking a multidimensional perspective, this article presents the in-depth case analysis of one participant and their mStory. A semiotic analysis found that the user-generated content demonstrated complex and sophisticated multimodal sense relations. However, control over the textual or compositional meta-function of the text was determined largely by the computer interface, with users habituated to relinquishing authorial control over this element. Within this study, mobile literacy praxis was characteristically ad hoc and contextually embedded, and though mobile technology invites such practices, users were neither determined nor limited by this, and happily turned to other devices where necessary.
Ariffin, SA & Dyson, LE 2013, 'mLearning in Malaysian Universities: Local Ethical Considerations for Mobile Phone Use', Transactions on Mobile Learning, vol. 2, no. 1, pp. 15-19.
Ethical policies are significant in regulating the use of mobile phones for mLearning. However, in developing countries, such as Malaysia, this area is fairly new. This article discusses research conducted within the Malaysian university system to gain perspectives from academics and students about the use of mobile phones for learning. The research methods used were interviews and focus groups. The findings were grouped according to several themes: concerns about the use of mobile phones inside the classroom; regulation and self-regulation of mobile phone use; banning of mobile phones from the classroom; allowing their use in emergency and special situations; uncertainty about ethical policies for using mobile phones; and worries about students potential disconnection from social life. Various approaches to regulate mobile phone use were discovered and are discussed in this article.
Ahad, MT, Dyson, LE & Gay, VC 2012, 'An Empirical Study of Factors Influencing the SME's Intention to Adopt m-Banking in Rural Bangladesh', Journal of Mobile Technologies, Knowledge and Society, vol. 2012, pp. 1-16.
This research empirically studies the factors that influence the intention of SME owners and managers to adopt m-banking in rural Bangladesh. The study specifically focuses on business oriented m-banking, such as paying suppliers or receiving payments from customers, and on person-to-person use of m-banking. Although over the last ten years a wide spectrum of mbanking frameworks has emerged in various countries, very few research have focused on SMEs m-banking adoption and acceptance of the service. Another rationale for undertaking such a study is that m-banking has not yet been extended to rural Bangladesh. To fill the gap this research surveyed 550 SMEs owners/managers in four (4) rural villages. The survey indicates that poor banking facilities, cost, credibility, gender, education and SME business type are the main factors that significantly influence the intention to adopt m-banking. The analysis focuses on the three factors that have been largely overlooked in prior literature, that are banking satisfaction, m-banking advantages for SMEs, and SME business type. The study broadens our understanding of m-banking and provides insights into developing m-banking strategies in Bangladesh. This research will be of potential value in accelerating the development of m-banking in Bangladesh.
Ariffin, SA, Dyson, LE & Hoskins-McKenzie, D 2012, 'Content is king: Malaysian industry experts' point of view on local content for mobile phones', Journal of Mobile Technologies, Knowledge and Society, vol. 2012, no. 2012, pp. 1-9.
Content is the most prominent aspect of the medium for communication. The trends of the content nowadays, especially in Malaysia, have shown the lack of local content in, for example, television, radio, films, the Internet and, in more recent years, mobile phones. In order to understand the situation in Malaysia with regards to local content for mobile phones, meetings were carried out with Malaysian mobile technology specialists. Given their extensive experience in this industry, they are knowledgeable regarding mobile users needs. The findings show that there is limited local content. On the other hand, the Malaysian government has adopted a pro-active attitude to launch activities to motivate students in the universities to produce more local mobile content. Problems that need to be addressed include: low numbers of mobile content developers; lack of standardization of mobile phones; a limited business for Malaysian mobile content and limitation of bandwidth coverage in rural areas. The content on the mobile phone is also crucially important for the positioning of Malaysian local culture on the world map. One of the areas identified of importance for understanding use of mobile content is at the local institutions of higher learning. Thus, it is suggested to investigate mobile content for students and educators further on how it could benefit those participants.
Dyson, LE 2012, 'Student-Generated Mobile Learning: A Shift in the Educational Paradigm for the 21st Century', anzMLearn Transactions on Mobile Learning, vol. 1, no. 1, pp. 15-19.
User-generated content represents a major shift in the way that people are engaging with technology in the twenty-first century and this change has its educational parallel in student -generated content. Though student-generated content can be produced on a desktop computer, there are a number of characteristics of mobile devices, in particular, that lend themselves to this approach, namely convergence, portability, the digital and networked nature of devices, and their affordability. By exploiting these characteristics mobile learning can support a paradigm shift in learning to suit the needs of our students, moving away from more passive learning approaches, as exemplified by the traditional lecture, to active, learner-centred modes in which students produce their own knowledge. Three examples of student-generated mobile learning are presented and their advantages discussed. Affordances of this approach which contribute to a good learning experience and outcome include the high levels of engagement and motivation, the contextualization of learning, and the support that multimedia presentations provide for learning conversations, peer learning and multiple meaningmaking.
Dyson, LE & Litchfield, AJ 2011, 'Advancing Collaboration between M-Learning Researchers and Practitioners through an Online Portal and Web 2.0 Technologies', International Journal of Mobile and Blended Learning, vol. 3, no. 1, pp. 64-72.View/Download from: Publisher's site
With growing interest in mobile learning to address the educational requirements of a generation of students who have grown up with digital technology, and given the widespread adoption of mobile devices by indigenous people and in developing countries, there is a need for improved practice and better theoretical understanding of m-learning. This could be achieved through a more accessible body of knowledge of m-learning principles, teaching strategies and case-studies. This paper proposes the establishment of an online portal to influence and support good m-learning practice. An m-learning portal, incorporating a range of online, Web 2.0 and mobile technologies, would foster collaboration between researchers and educators and inform emerging national and international approaches using mobile technologies at all levels of the education sector and across all disciplines.
Gutierrez, FJ & Dyson, LE 2010, 'Considering the Human Element of Long-Term IT Outsourcing: A Case Study of an Australian Bank', IBIMA Business Review, vol. 2010, no. Article ID 236485, pp. 1-11.
While many studies on outsourcing have identified its advantages and disadvantages from an organizational perspective, there has been insufficient attention paid to the impact of outsourcing on employees. A case study methodology was used in the analysis of the effects of IT outsourcing on the well-being of IT professionals working in a leading Australian bank. Despite the success of the outsourcing initiative for the organization, evidence from an intranet forum established in the six months prior to the outsourcing transition and surveys conducted of remaining staff two years post-implementation revealed a high degree of non-acceptance by both sets of workers. This arose despite managementâs attempts to communicate effectively with staff. Within this same period, the bank also had to adjust to the effects of a new psychological contract to which the now outsourced IT staff were working. The study concludes that the disaffection of staff resulted mainly from a lack of consultation during decision-making steps and a sense of powerlessness to influence management. Suggestions are provided as to how outsourcing could be accomplished in ways that improve employee acceptance and reactions to change.
Dyson, LE, Raban, R, Litchfield, AJ & Lawrence, EM 2009, 'Addressing the cost barriers to mobile learning in higher education', International Journal of Mobile Learning and Organisation, vol. 3, no. 4, pp. 381-398.View/Download from: Publisher's site
This paper addresses one of the main barriers to the widespread adoption of mobile learning in higher education, that of cost. Usage charges billed by telecommunications providers and the cost of mobile hardware are identified as the key cost issues. However, opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. The authors describe two experiments in low-cost mobile learning: one that uses packet technology (mobile WAP/WML) to build low-cost interactivity in the classroom and the second that involves mobile-supported fieldwork using several cost-saving strategies
Gutierrez, FJ & Dyson, LE 2009, 'Confucian or Fusion: Perceptions of Confucian-heritage Students with Respect to Their University Studies in Australia', International Journal of Learning, vol. 16, no. 5, pp. 373-384.
This research aims to uncover the perceptions of first-year Confucian-heritage students towards their lived experience of university study in Australia. Data was gathered from the students via interviews and analyzed using a phenomenological approach. From the students perspective, prior experience of western-style pedagogy was found to be helpful in giving students an idea of what the Australian learning environment would entail, although many students still had difficulty with classroom interaction due to persistent cultural conditioning. In terms of teacher behaviour, important factors include the lecturer demonstrating an understanding of the students culture, using humour in teaching, being a role model, developing a good relationship with the student and demonstrating a commitment to their learning. Issues included the students lack of understanding of the true significance of assignments and lecturers misunderstanding of the valuable role of memorization in Confucian-heritage students learning. The findings of this work allow academics an insight into the lived educational experiences of the student participants. They may also be tentatively offered as a means of informing future course design and delivery, with the goal of improving the quality of student learning and, therefore, academic success.
Dyson, LE, Litchfield, AJ, Lawrence, EM, Raban, R & Leijdekkers, P 2009, 'Advancing the m-learning research agenda for active, experiential learning: Four case studies', Australasian Journal of Educational Technology, vol. 25, no. 2, pp. 250-267.
This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.
Podcasts have been employed extensively in some countries and are now being trialed at a number of universities in Australia. They allow ubiquitous learning whereby students can access a variety of educational material anywhere, anytime on iPods, MP3 players or even desktop computers. There remain many questions about the impact of podcasts on students learning. One issue is how podcasts can be used to support high quality, experiential learning rather than merely perpetuating the old transmission model of education. In this paper, we explore the reasons why students either use, or fail to use, podcasts provided for their education. We report on the motivation of students enrolled in a large first-year information systems subject. These varied considerably and show that podcasts are a useful adjunct for providing for the diverse range of learning styles of our students. However, we also conclude that further research is needed into the use of podcasts to promote deeper learning in our students and how podcasts can act as a support tool for other forms of m-learning.
Deyrich, M & Dyson, LE 2006, 'Integrating cultural language development with technology in curricular design', International journal of learning, vol. 13, no. 2, pp. 103-112.
Dyson, LE 2006, 'Indigenous Australian Cookery, Past and Present', JAS, Australia's Public Intellectual Forum, vol. 87, no. 1, pp. 5-18.
It can be claimed that Indigenous Australian cookery is the world's oldest living culinary tradition. How ancient a tradition it can be considered depends on whether one has a scientific or a spiritual worldview. Most anthropologists' estimates of when Aboriginal people first set foot in Australia vary from 45,000 to 55,000 years ago. (1) Many Indigenous Australians, on the other hand, believe that they have been in Australia from time immemorial and therefore their culinary culture also dates ab origine, 'from the beginning'. People, culture and place are inextricably intertwined and bound together as far back in the past as human memory or imagination will reach.
Dyson, LE & Koruth, S 2006, 'Improving business performance through supply chain intelligence: An Australian perspective', ICFAI journal of supply chain management, vol. 3, no. 1, pp. 31-40.
Dyson, LE & Robertson, TJ 2006, 'Indigenous participation in information technology project: Achievements and challenges of the first 3 years', The Australian journal of indigenous education, vol. 35, pp. 11-20.
Dyson, LE & Underwood, J 2006, 'Indigenous people on the web', Journal of theoretical and applied electronic commerce research, vol. 1, no. 1, pp. 65-76.
Kay, RJ & Dyson, LE 2006, 'Learning to collaborate and collaborating to learn: An experimental approach to teaching collaborative systems', Journal of theoretical and applied electronic commerce research, vol. 1, no. 2, pp. 36-44.
Dyson, LE, Wishart, J & Andrews, T 2017, 'Ethical issues surrounding the adoption of mobile learning in the Asia-pacific region' in Education in the Asia-Pacific Region, pp. 45-65.View/Download from: Publisher's site
© Springer Nature Singapore Pte Ltd. 2017. Mobile technologies are increasingly part of the everyday life of people in the Asia-Pacific Region and are used to support a range of work, life and learning activities. In spite of the high penetration of mobile phones into all socio-economic groups, many educational organisations, from primary school to higher education, have been slow to adopt mobile learning. In large part, this is due to concerns about ethics and possible misuse of these devices. Examples include fears of students being distracted if they bring their mobile phones to the classroom, concerns over cheating and worries about the use of personal information. Mobile devices tend to be associated with play, not work, leading to misperceptions by others that students are not on task when seen using their mobile device in an educational setting. In addition, there are equity issues if not all students have access to the technology. However, vignettes presented in this chapter also demonstrate how mobile learning is being used to overcome major educational inequities in the region. The authors propose strategies for fostering a proactive approach, taking into account local contexts and cultures. These include student education regarding responsible behaviour, professional workshops for teachers based on ethical scenario development and the development of institutional and national guidelines.
Brady, F & Dyson, LE 2016, 'Why Mobile? Indigenous People and Mobile Technologies at the Edge' in Dyson, LE, Grant, S & Hendriks, M (eds), Indigenous People and Mobile Technologies, Routledge, USA, pp. 25-44.
In the rich tradition of mobile communication studies and new media, this volume examines how mobile technologies are being embraced by Indigenous people all over the world.
Dyson, LE 2016, 'Achieving sustainable mobile learning through student-owned devices and student-generated multimedia content' in Ng, W & Cumming, TM (eds), Sustaining Mobile Learning: Theory, research and practice, Taylor & Francis, USA, pp. 212-226.
In 2014, the International Telecommunication Union (ITU) recorded that
for the first time in history there were almost as many mobile (cell) phone
subscriptions as people in the world. As we approach 100% global saturation,
Brahima Sanou (ITU 2013, 1), Director of the ITU Telecommunication
Development Bureau, describes the rise of mobile phones as the “mobile
revolution … this mobile miracle”.
Though much has been written about mobile communication and mobile
media, one significant group—the Indigenous peoples of the world—has
been largely ignored. Yet, Indigenous people are an integral part of the
mobile revolution, using a variety of mobile technologies to bring their
nations into the twenty-first century. The explosion of mobile devices and
applications in Indigenous communities offers the potential to address issues
of geographic isolation, build an environment for the learning and sharing
of knowledge, provide support for cultural and language revitalization, and
furnish a means for social and economic renewal. This book explores how
mobile technologies are overcoming disadvantage and the tyrannies of distance,
allowing benefits to flow directly to Indigenous people and bringing
wide-ranging improvements to their lives.
Dyson, LE & Brady, F 2013, 'A Study of Mobile Technology in a Cape York Community: Its Reality Today and Potential for the Future' in Ormond-Parker, L, Corn, A, Obata, K & O'Sullivan, S (eds), Information Technology and Indigenous Communities, AIATSIS Research Publications, Canberra, pp. 9-26.
This chapter presents a study of mobile technology adoption and use by an Aboriginal community in Cape York undertaken for the Wujal Wujal Aboriginal Shire Council. The installation of a Telstra 3G mobile phone network in January 2008 represented a major change in the provision of information and communication technologies (ICT) to this and many other communities in the Cape. The study showed high rates of ownership of mobile phones and MP3 players. Mobile phones had become an essential tool for communicating with family and friends and for work, and in addition people made good use of the multimedia and internet features of their phones. Key factors in the acquisition of mobile phones were identified as the superior cost management that mobiles offered over other lCT, and their multimedia functionality and portability. The total design of the mobile service in terms of hardware, functionality and billing options was seen as superior from a social construction perspective. Major deficits uncovered by the study include the limited mobile coverage in areas frequented by community members, the high costs of mobile phone calls, and the lack of recognition of the potential of mobile technology to develop capacity, improve services, and sustain cultural and language revitalisation.
Dyson, LE, Andrews, T, Smyth, R & Wallace, R 2013, 'Towards a Holistic Framework for Ethical Mobile Learning' in Berg, ZL & Muilenburg, LY (eds), Handbook of Mobile Learning, Routledge, New York, pp. 405-416.
As more universities, colleges and schools adopt mobile learning, concerns have been voiced regarding the emergence of unethical behaviour. This paper examines a range of ethical issues and analyses the reasons for them. A framework for an ethical approach to mobile learning is put forward in which harm minimization is balanced with both the need to prepare students for living in a mobile world and the benefits of an approach to learning which has advantages for students from diverse backgrounds. A case is made for the adoption of an ethic of responsibility by educators, administrators and students.
Grant, S, Dyson, LE & Robertson, TJ 2013, 'Diseño participativo para la inclusion digital: El caso de los aborígenes australianos' in Paz, L & Malumian, V (eds), Pioneros y Hacedores: Fundamentos y Casos de Diseño de Interacción con Estándares de Accesibilidad y, Ediciones Godot, Buenos Aires, Argentina, pp. 61-79.
Dyson, LE 2011, 'Indigenous Peoples on the Internet' in Consalvo, M & Ess, C (eds), The Handbook of Internet Studies, Wiley-Blackwell, Chichester, UK, pp. 251-269.
Dyson, LE 2008, 'Managing the Environmental Impact of Information Technology' in Quigley, M (ed), Encyclopedia of Information Technology Ethics and Security, Information Science Reference, Hershey, USA, pp. 433-439.
Leggett, MG & Dyson, LE 2008, 'Strangers on the Land: Place and Indigenous Multimedia Knowledge Systems' in Butt, D, Bywater, J & Paul, N (eds), Place: Local Knowledge and New Media Practice, Cambridge Scholars Publishing, Newcastle on Tyne, England, pp. 126-137.
Audio-visual storage mediums, such as the ubiquitous handycam, offer new potentials for the representation of information about the natural environment and the events that have occurred there, and thus forthe way the history and significance of place are discussed and disputed, extending oral and written language traditions.
Dyson, LE 2007, 'Wireless Applications in Africa' in Dyson, LE, Hendriks, M & Grant, S (eds), Information Technology and Indigenous People, Information Science Publishing (Idea Group), Hershey, pp. 286-294.
This chapter examines wireless technologies in Africa, with special reference to indigenous minority populations. In a continent with limited infrastructure, itinerant popoulations, low literacy levels and limited money to spend on technology, wireless is proving an effective solution. Four implementations are examined to demonstrate how new approaches to mobile design are producing culturally and environmentally appropriate technology: the Cyber Sherpherd Cybertracker and WorldSpace satellite Internet radios
Dyson, LE & Koruth, S 2007, 'Improving Business Performance through Supply Chain Intelligence: An Australian Perspective' in Murthy, GGK (ed), Value Creation in Organisations: The Tangible and Intangible Drivers, Icfai University Press, Hyderabad, India, pp. 195-209.
Organizations, around the world are increasingly becoming aware of the fact that competitive success depends on how well a supply chain works in delivering value to customers. Supply Chain Intelligence (SCI) is a tool derived from data warehousing technology, which enables the partners of a supply chain to collaborate by providing visibility of information and online analytical capabilities across the chain. Globalization, customer demand, complexity in the business environment, and the availability of new technology are all driving companies to adopt SCI. In this paper, the benefits and challenges of implementing SCI are discussed from an Australian perspective with the example of an Australian manufacturer who has successfully adopted SCI.
Grant, S, Hendriks, M & Dyson, LE 2007, 'The Indigenous Pre-IT Program' in Dyson, LE, Hendriks, M & Grant, S (eds), Information Technology and Indigenous People, Information Science Publishing, Hershey, pp. 126-131.
This article describes the Pre-IT, focusing on the first offering of the course, including the curriculum design, marketing strategy, background of students recruited and an evluation of the course against the quality indicators contained in the original course proposal
Nataatmadja, I & Dyson, LE 2007, 'The Role of Information and Communication Technology in Managing Cultural Diversity in the Modern Workforce: Challenges and Issues' in Law, WK (ed), Information Resources management: Global Challenges, Idea Group, Hershey, PA, USA, pp. 283-304.
Dyson, LE 2006, 'Remote indigenous Australian communities and ICT' in Marshall, S, Taylor, W & Yu, XH (eds), Encyclopedia of developing regional communities, Idea Group Reference, Hershey, USA, pp. 608-613.
Brady, F & Dyson, LE 2016, 'Exploring the contribution of design to mobile technology uptake in a remote region of australia', Culture, Technology, Communication. Common World, Different Futures, International Conference on Culture, Technology, and Communication, Springer, London, UK, pp. 55-67.View/Download from: Publisher's site
© IFIP International Federation for Information Processing 2016.Some of the most remote communities in Australia have participated in a technological revolution since the arrival of mobile phone networks in 2003. We follow this journey in four largely Indigenous communities in Cape York and the Torres Strait Islands, from the first 2G network, to 3G, and finally to mobile broadband and smartphones, looking at its impact on communication, Internet access, new media use and social networking. In seeking to understand this phenomenon, we conclude that aspects of the design of the mobile system have contributed, including the flexibility of the technology to adapt to the needs of varying social groups, the small portable nature of the devices which allows them to serve a traditionally mobile people and to be kept as personal devices, a billing system which serves low income people, and the multifunctionality of the technology which provide entertainment while also supporting their use of Facebook.
Ariffin, SA & Dyson, LE 2015, 'Culturally Appropriate Design of Mobile Learning Applications in the Malaysian Context', Applications in Mobile Interaction, Education, Health, Transport and Cultural Heritage, International Conference on Cross-Cultural Design, Springer, Losa Angeles, USA, pp. 3-14.View/Download from: Publisher's site
Many developing countries lack culturally appropriate design guidelines to inform the development of m-learning applications suitable for local use. This study presents the findings from a heuristic evaluation by academics and students at public universities in Malaysia for three locally produced mobile learning applications. The local cultural content and aesthetic values of the applications found a high level of acceptance with the participants. As a result, four principles were identified to support the design of culturally appropriate interfaces for mobile learning applications for the Malaysian context. These were: suitable local cultural content; aesthetic value according to local culture, including appropriate choice of color, and traditional designs and motifs derived largely from local flora and fauna; local language or bilingual communication; and local philosophical values embedded in the content and design.
Dyson, LE, Frawley, JK, Tyler, J & Wakefield, J 2015, 'Introducing an iPad Innovation into Accounting Tutorials', Communications in Computer and Information Science, World Conference on Mobile and Contextual Learning, Springer, Venice, Italy, pp. 217-228.View/Download from: Publisher's site
This study reports on the second phase of a trial to change tutorials in an Introductory Accounting subject into more interactive, student-centred learning experiences using an iPad combined with sharing and annotation technology. The technology allows student homework to be photographed, shown to the class instantaneously through a data projector and annotated live by the tutor using the iPad, with student input. The innovation addresses calls from the Accounting Profession for educational approaches which use technology in imaginative ways to engage students and shift from the didactic paradigm that has dominated so much of accounting education in the past. The approach has the advantage that only one iPad is required per class and is used in conjunction with free software: it is thus cost effective and scalable to the large numbers of students enrolled in the subject. The trial reported in this paper involved two classes conducted with the iPads and two traditional classes without. Evaluation comprised observations of the four classes and a survey of the students regarding their experiences in the tutorials. The results revealed that the use of the technology did not of itself transform the classes into interactive, student-centred events: the teaching style of the tutor to a large extent determined how the iPads were used and how much interaction occurred. However, students in classes with the iPads were mostly enthusiastic about their use, even if the results of the survey generally failed to show statistically significant differences between the classes with iPads and those without.
Frawley, JK, Dyson, LE, Tyler, J & Wakefield, J 2015, 'Building Graduate Attributes using Student-Generated Screencasts', Proceedings of the Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE2015), Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE, Perth, Australia, pp. 100-111.
Brady, F & Dyson, LE 2014, 'Enrolling Mobiles at Kowanyama: Upping the Ant in a Remote Aboriginal Community', The 9th International Conference on Culture, Technology, Communication, International Conference on Culture, Technology, Communication, University of Oslo, Oslo, pp. 179-194.
Actor Network Theory is used in this paper as an approach to analyzing and interpreting mobile technology adoption in a very remote Aboriginal community in Cape York, Australia. Following the actors and insisting on the principles of generalized symmetry and impartiality towards all actors, the narrative centres on an event in the Wet season when the mobile network ‘fell over’ and all communication by mobile phone and mobile broadband ceased for a time. This extreme weather event acted as a catalyst for residents, business people and service providers to talk about mobile technology in their community and how it impacts on their lives. By setting aside arbitrary distinctions between groups of people in this community, the researchers rejected simplistic notions of cultural difference, and, instead, recognized place and cultural pratices associated with place as determinants of mobile phone behaviour.
Dyson, LE 2014, 'A Vodcast Project in the Workplace: Understanding Students’ Learning Processes outside the Classroom', Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, World Conference on Mobile and Contextual Learning (mLearn), Springer, Instanbul, pp. 258-271.View/Download from: Publisher's site
A student-generated multimedia project was introduced into a firstyear
subject for undergraduate information technology students. Teams of students
interviewed an IT professional in the workplace and video-recorded the
interview. A survey of students showed statistically significant increases in students’
self-reported knowledge and skills for key learning objectives. A subsequent
qualitative analysis of student diaries and reflections discovered several
contributing factors: the iterative nature of the activities that students undertook
in order to complete the project; the multiple and evolving representations of
their knowledge as they proceeded through the project; the importance of the
workplace context in enhancing learning; and the affordance of the mobile devices
used by the students for capturing this context on video and allowing it to
be shared with other students. The research findings contribute to our understanding
of how complex mobile learning projects in context-rich environments
can contribute to deep learning.
Frawley, JK & Dyson, LE 2014, 'Animal Personas: acknowledging non-human stakeholders in designing for sustainable food systems', Proceedings of the 26th Australian Computer-Human Interaction Conference, OzCHI 2014, Australian Computer Human Interaction Conference, ACM, Sydney, Australia, pp. 21-30.View/Download from: Publisher's site
This paper describes the development and application of a non-human animal persona in designing to support co-operative and free-range animal agriculture. This work is grounded in case study research of a small free-range egg farm, through which field and interview work were undertaken. We demonstrate how existing user-centred design tools, such as the persona, can be used to better reflect co-operative farming philosophies and more meaningfully represent both farmer and animal stakeholders within the design process. This approach is theoretically orientated within sustainable HCI and Animal Computer Interaction (ACI), which is itself an extension of HCI. The species-specific persona of a chicken allows representation and ensures that the animal, which is made deliberately invisible within factory and intensive farming, is made visible through and within the design of an online system. By making explicit the implicit assumptions we hold about an animal, such personas provide a tool for thinking, design, and further discussion.
Frawley, JK & Dyson, LE 2014, 'Mobile Literacies: Navigating Multimodality, Informal Learning Contexts and Personal ICT Ecologies', MOBILE AS MAINSTREAM-TOWARDS FUTURE CHALLENGES IN MOBILE LEARNING, MLEARN 2014, World Conference on Mobile and Contextual Learning, Springer International Publishing, Istanbul, Turkey, pp. 377-390.View/Download from: Publisher's site
The affordances and ubiquitous uptake of technically convergent devices has led to widespread change in communicative practice. Mobile devices and their wider ICT ecology have afforded people with the means through which to consume and produce multimedia content. In such an environment, literacy can no longer be limited to the reading and writing of word and character- based texts. The emergent field of New Literacies research has contributed early understandings of these new practices. This paper contributes to understanding how these new literacies occur within a mobile and informal learning space. This study details mStories a creative, participatory, digital mobile storytelling project comprised of nine adult participants who created “stories” with their mobile phone device. These stories were shared on the mStories project website, which became a repository for: fiction, non-fiction, poetry and diarystyle content. Stories used a range of written text, visual images, sound, music and video. Using content analysis, interview and survey methods this paper describes mobile literacy as characteristically situated and experiential in nature. The mobile device was catalytic to furthering digital writing on other devices within the individual’s wider ICT ecology. This research contributes understandings of multimodal mobile literacies as part of a foundation for framing and understanding mobile learning in informal settings.
Frawley, JK, Dyson, LE & Underwood, J 2014, 'Rewriting, redesigning and reimagining the recipe for more sustainable food systems', Proceedings of the 26th Australian Computer-Human Interaction Conference, OzCHI 2014, Australian Computer Human Interaction Conference, ACM, Sydney, Australia, pp. 366-369.View/Download from: Publisher's site
This paper describes Red Hen Recipes, a user generated recipe site that seeks to connect buying, cooking and eating practices with the modes of food production through the redesign of the recipe format. User research found recipes to be a reflective and creative space for imagining "what we should eat". Through simple website technologies we redesign the recipe to afford users the opportunity of exploring "what we should eat" within the context of the wider agro-food system. The site provides a digital space for dialogic interactions between farmers, backyard growers, shoppers and foragers to "rewrite" the recipe to include information about the origins of a single ingredient. In connecting the labour of the field with the labour of the home and kitchen, this tool deliberately breaks down the false dichotomy of producer and consumer, and identifies all users as active producers within the food system, albeit within different contexts.
Ahad, MT, Dyson, LE & Gay, VC 2013, 'Exploring M-Banking for Rural SMEs from the Bank's Perspective: A Focus Group Study in Bangladesh', Proceedings of the 2013 Pacific Asia Conference on Information Systems, Pacific Asia Conference on Information Systems, The Association for Information Systems (AIS), Jeju Island, South Korea, pp. 1-14.
There is relatively little known about the m-banking use by the rural small and medium enterprises (SMEs) in Bangladesh. This research fills the gap by presenting the key advantages of using mbanking by the rural SMEs that a bank can offer in Bangladesh. The research also reports on the critical country level-factors, organizational success factors and obstacles in m-banking adoption for rural SMEs. A focus group was interviewed and the data were analysed using NVivo9.The findings indicate that improved banking facility, an opportunity to create employment in rural area, easy settlement of trade between SMEs, better cash management are some important advantages of mbanking for the rural SMEs. Technology and human resource capabilities of the banks together with the development of mobile infrastructure are some influential factors in m-banking development in Bangladesh. This paper also identifies engagement with the SMEs as an important organizational factor in m-banking diffusion for rural SME that have been rarely identified in prior literature. However, the major constraints are the operational constraints such as cash management, policy and regulation and administrative obstacles. Recommendation for a business version m-banking, joint advertisement by the banks and mobile telecom organisations and a regional m-banking platform are also new knowledge in m-banking research. This is one of the few papers from the perspective of a bank, since most of the literature approaches the matter from the consumer standpoint. The outcomes and results of this research will be of potential value to the government, banks and mobile telecommunications in accelerating the development of m-banking in Bangladesh and in other developing countries.
Andrews, T, Dyson, LE & Wishart, J 2013, 'Supporting Practitioners in Implementing Mobile Learning and Overcoming Ethical Concerns: A Scenario-Based Approach', 12th World Conference on Mobile and Contextual Learning (mLearn 2013), World Conference on Mobile and Contextual Learning, International Association for Mobile Learning/QScience.com, Qatar, pp. 1-8.View/Download from: Publisher's site
Ethical concerns about mobile learning have been raised across all sectors of the educational system, sometimes resulting in the banning of mobile phones in schools and retarding the adoption of mobile learning as rapidly as might have initially been envisaged. A way of dealing with this problem is to empower mobile learning practitioners and researchers to deal effectively with ethical dilemmas through the development of their ethical reasoning. A commonly accepted approach to ethical development is by means of scenarios, to which ethical principles are applied in order to produce solutions. In this paper four scenarios are presented which were developed at two mobile learning and ethics workshops conducted in 2012. An ethics framework for the analysis of the scenarios is described and finally a strategy is outlined for conducting professional development of teachers and academics as well as training for student teachers. The authors propose that ethical scenarios provide not only a means of developing the competence of teachers and academics in dealing with ethical issues in their mobile learning practice and research, but may well lead to the greater adoption of mobile learning as fears of ethical issues diminish once a way to providing solutions is demonstrated. Finally, scenarios are seen as a tool to foster conversations with educational managers and administrators in order to promote policy development and practical responses to ethical issues in mobile learning. Read More: http://www.qscience.com/doi/abs/10.5339/qproc.2013.mlearn.10
Ahad, MT, Dyson, LE & Gay, VC 2012, 'Towards an M-banking Framework for Rural SMEs in Bangladesh', Proceedings of the 19th IBIMA Conference on Innovation Vision 2020, International Business Information Management, International Business Information Management Association, Barcelona, Spain, pp. 1153-1164.
This research aims at discovering factors which impact on the intention of rural SME owners and managers to adopt m-banking in Bangladesh. Over the last ten years, a wide spectrum of mbanking frameworks has emerged that offers new insights into the adoption and acceptance of mbanking. However, m-banking has still not been extended to rural Bangladesh. To fill the gap this research surveyed 550 SMEs owners/managers in four rural villages. The result indicates that poor banking facilities, cost, credibility, gender, education and SME category are the main factors that significantly influence the intention to adopt m-banking. The analysis introduces three factors which have been largely overlooked in prior literature. The study broadens our understanding of m-banking and provides insights into developing m-banking strategies in Bangladesh. This research will be of potential value in accelerating the development of m-banking in Bangladesh
Ariffin, SA & Dyson, LE 2012, 'Student perspectives on mLearning for local cultural studies in Malaysia', Proceedings for CATAC 2012 (Cultural Attitudes Towards Technology and Communications), Cultural Attitudes towards Technology and Communications, Murdoch University Australia, Aarhus, Denmark, pp. 135-145.
Andrews, T, Dyson, LE, Smyth, R & Wallace, R 2011, 'The Ethics of M-Learning: Classroom Threat or Enhanced Learner Agency?', Proceedings of the 10th World Conference on Mobile and Contextual Learning, World Conference on Mobile and Contextual Learning, International Association for Mobile Learning, Beijing, pp. 295-302.
Ubiquitous access to mobile technologies is expanding rapidly. In a changing world, where social work and learning activies increasingly occur 'on the go' mediated by a wide vairety of mobile devices, there is a growing expectation that these tools will be utilized for teaching and learning activities in higher education. However, along with the opportunities offered by mobile learning come concerns related to issues of privacy and security whithin classroom situations. The authors of this paper suggest that while mobile learning does indeed come with risks, there is a need to take a proactive approach to managing the ethical issues that the use of these tools in educational settings can create. Considering mobile learning as part of a transition to a more mobile society, the authours argue that ethical issues need to be considered within this social framework and that the onus is on institutions to develop protocols and policy to enable and support responsible use of mobile devices as tools to support mobile learning. Moreover, mobile devices in education should not be seen merely as a problem to be managed, but as offering the potential to enabance the agency of all learners, including those who have been disenfranchised by traditional teaching approaches.
Ariffin, SA & Dyson, LE 2011, 'Students' Perspectives on Local Content: A Preliminary Study Towards Evaluating the Usefulness of Malay Mobile Cultural Content', 10th World Conference on Mobile and Contextual Learning, World Conference on Mobile and Contextual Learning, Beijing Normal University, Beijing China, pp. 464-471.
Mobile learning is a new growth opportunity in developing countries like Malaysia where local content or cultural content which has traditional cultural elements are still novel. Because of the westernisation and globalisation of content and media, especially in mobile learning, local knowledge content is often neglected. It is alarming that one day local university students may not be able to appreciate, know and learn about their Malay cultural subjects. The research is mixed method qualitative and quantitative and of an exploratory nature, and the aim of this research is to investigate the area which has potential for Malay cultural content due to its learning usefulness. A pilot survey has been conducted to discover areas which have the potential for creating appropriate local content for public university students and is discussed in this paper. Future research undertaken will include in-depth interviews, observations, focus groups and questionnaires involving Malay students from a public Malaysian Institution of Higher Learning.
Ariffin, SA, Dyson, LE & Hoskins-McKenzie, D 2011, 'Specialist's perspectives on mobile content in Malaysia', Proceedings of 16th IBIMA Conference International Business Information Management Association, Kuala Lumpur, International Business Information Management, IBIMA, Kuala Lumpur, Malaysia, pp. 401-409.
In Malaysia, there has been a growing concern about the lack of local content for media, for example, for television, radio, films, the internet and, in more recent years, mobile phones. In order to ascertain the current situation with regards to local content specifically for mobile phones, interviews were conducted with Malaysian mobile technology experts. The results showed that there is some local content available but the variety is limited. Issues that need to be resolved include low numbers of mobile content developers, lack of standardization of mobile phones, a limited market for Malaysian mobile content, and lack of infrastructure in rural areas. Despite these limitations, the Malaysian Government has launched a number of exciting initiatives in conjunction with local telcos to motivate students at high school and university to produce more interesting local content.
Ariffin, SA, Dyson, LE & Hoskins-McKenzie, D 2011, 'Specialists' Perspectives on Mobile Content in Malaysia', INNOVATION AND KNOWLEDGE MANAGEMENT: A GLOBAL COMPETITIVE ADVANTAGE, VOLS 1-4, 16th International-Business-Information-Management-Association Conference, INT BUSINESS INFORMATION MANAGEMENT ASSOC-IBIMA, Kuala Lumpur, MALAYSIA, pp. 1-+.
Bennett, I & Dyson, LE 2011, 'Modelling Personal Improvement: Using a Survey to Shape Linguistic and Employment Confidence in First-Year International NESB Students', Proceedings of the 14th Pacific Rim First Year in Higher Education Conference (FYHE) 2011, QUT, Fremantle, pp. 1-10.
Dyson, LE 2011, 'Does Going Mobile Always Make Learning Better?', ED-MEDIA 2011 Proceedings, EdMedia: World Conference on Educational Media and Technology, ED-MEDIA, Lisbon, Portugal, pp. 2957-2966.
In order to understand what mobile learning (mLearning) can contribute to the educational experience and learning outcomes of university students, an examination is made of three mLearning applications - lecture podcasting, interactive classroom systems, and studentgenerated mLearning. These are analyzed in the light of pedagogic theory and compared to the traditional, didactic lecture and to typical implementations of eLearning. The application of concepts such as student-centred learning, active experiential learning, situated learning, learning conversations and the affordances offered by mobile devices reveal that mLearning can be fundamentally different from the forms of learning that preceded it. However, it is also noted that not all mLearning leads to better educational outcomes and that more emphasis needs to be placed on learner engagement and student-centred learning as fundamental concepts of any mLearning adoption.
Wakefield, JA, Frawley, JK, Dyson, LE, Tyler, JV & Litchfield, AJ 2011, 'Increasing Student Engagement and Performance in Introductory Accounting through Student-Generated Screencasts', AFAANZ Conference, Accounting and Finance Association of Australia and New Zealand Conference, AFAANZ, Darwin, Australia, pp. 1-27.
The paper reports the findings of a trial of student generated screencasts in an introductory accounting subject. This paper examines the effect of this screencast project on student engagement and performance. The effect on student engagement is examined using data from a pre and post screencast project student survey and performance effects examined by analysing the performance of students completing and not completing the project. The results of the study suggest the screencast project facilitated higher student engagement and performance. These findings have important implications for integrating technologies such as screencasting to facilitate enhanced learning outcomes in introductory accounting subjects.
Brady, F & Dyson, LE 2010, 'A Comparative Study of Mobile Technology Adoption in Remote Australia', Proceedings of the Seventh International Conference on Cultural Attitudes towards Technology and Communication, International Conference on Cultural Attitudes towards Technology and Communication, School of Information Systems, Murdoch University, Vancouver, Canada, pp. 69-83.
The paper presents a comparative study of mobile technology adoption and use by two communities - one Aboriginal and the other non-Aboriginal - both located in a remote region of Australia, the Bloomfield River Valley of Cape York. Both communities have high levels of ownership of mobile phones relative to, on the one hand, the low uptake of other leT such as fixed-line phones by the Aboriginal community at Wujal Wujal and, on the other hand, the poor mobile coverage in the non-Aboriginal community at Bloomfield. For both groups communication is of paramount importance, followed by listening to music. In addition, the Aboriginal community make extensive use of other multimedia and Internet features of their devices. Key factors in the motivation to acquire mobile phones, in comparison to other ICT, are the superior cost management that mobiles offer for Aboriginal people and the convenience of being able to communicate while away from home for Bloomfield residents. The authors conclude that mobile technology needs to be taken seriously, even in areas of limited coverage such as the Bloomfield River Valley.
Dyson, LE 2010, 'Information Poverty and Aboriginal Peoples: The Maintenance of the Digital Divide', 4th International Indigenous Traditional Knowledge Conference, Auckland, pp. 157-164.
Dyson, LE & Brady, F 2010, 'A Case Study of Technology Adoption in a Remote Australian Aboriginal Community', Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (ED-MEDIA 2010), Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education (AACE), Toronto, Canada, pp. 950-959.
Aboriginal Australians have often been characterized as low users of modern Information and Communication Technology (ICT). This perception has arisen because of poor rates of adoption of fixed-line phones, computers and the Internet. In this study, we examine the various technologies available in a remote Aboriginal community in Cape York. Our findings demonstrate that Aboriginal people are highly selective, leapfrogging over some standard ICT to adopt 3G mobile phones and music technology such as MP3 players. Given that these are the technologies of choice, it is appropriate for governments to support their use by broadening mobile phone networks, improving supporting infrastructure and providing better technical support in the remote areas where many Aboriginal people live. In addition, these technologies could provide the platform on which to build applications to improve health, education and other services to their communities.
Dyson, LE, Litchfield, AJ & Raban, R 2010, 'Exploring Theories of Learning and Teaching Using Mobile Technologies: Comparisons of Traditional Learning, eLearning and mLearning', mLearn 2010 - The 9th World Conference on Mobile and Contextual Learning - Conference Proceedings, World Conference on Mobile and Contextual Learning, University of Malta, Valletta, Malta, pp. 354-357.
This short paper explores relevant theories for mobile learning and teaching by contrasting it with the learning that occurs in the traditional, didactic lecture and in typical implementations of eLearning. It examines existing mLearning theories and explores these through one example of mLearning, student-generated vodcasts. The application of concepts such as student-centred learning, active learning, learning conversations, existing student practices with mobile devices and the affordances they offer reveal that mLearning, as exemplified by student-generated vodcasts, is fundamentally different from traditional face-to-face lectures and eLearning. However, it is also noted that not all mLeaming leads to better educational outcomes and that more emphasis needs to be placed on learner engagement and student centred learning as fundamental concepts of any mLearning theory.
Grant, S, Dyson, LE & Robertson, TJ 2010, 'A Participatory Approach to the Inclusion of Indigenous Australians in Information Technology', Proceedings of The 11th Biennial Participatory Design Conference, Participatory Design Conference, Association for Computing Machinery, Inc. (ACM), University of Technology Sydney, Australia, pp. 207-210.View/Download from: Publisher's site
Improving Indigenous access to university education has been a major focus in Australia over the last four decades. However, despite success in several areas of recognised priority to the Indigenous community, participation in Information Technology (IT) degree programs remained very low throughout the 1980s and â90s. The University of Technology, Sydney began a project to address this very issue in 2001. The Indigenous Participation in IT Project was initiated by the Faculty of Information Technology in collaboration with Indigenous Australians and members of staff of the Faculty. This project culminated in the design of a participatory IT program that has successfully seen the numbers of Indigenous students and staff in the Faculty increase. A number of factors were identified as contributing to this success. These included an improvement to recruitment processes, the building of a personalised approach to student support and the growing acceptance of the program as part of the academic culture of the faculty. Additionally, of great importance has been the development of the program as a collaboration between Indigenous staff and students and nonIndigenous staff at all levels of decision making and implementation.
Litchfield, AJ, Dyson, LE, Wright, M, Pradhan, S & Courtille, BF 2010, 'Student-Produced Vodcasts as Active Metacognitive Learning', Proceedings - 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010), IEEE International Conference on Advanced Learning Technologies, IEEE, Sousse, Tunisia, pp. 560-564.View/Download from: Publisher's site
Pod and vodcasts are increasingly used in international higher education. Most are produced by faculty either to replace the traditional lecture or to provide an alternative source of lecture material for students to listen to at convenient times. In contrast this paper examines the learning outcomes achieved when studentsâ produce vodcasts as an assigned task. When producing the vodcasts studentsâ were no longer 'time poor' often aiming only for a Pass. They were highly motivated and involved in activities designed to address the learning objectives and engaged in active metacognitive learning. The students were involved in peer learning developing research, teamwork and communication understandings and skills, all desirable professional attributes. Evaluation of the pilot of the student-produced vodcast assignment indicates that there was very high engagement and that the learning outcomes achieved were outstanding. Student pre-and-post assignment self-assessment surveys indicate they learnt significantly in the stated assignment objectives of (1) improved awareness of IT careers - 29% to 70% good awareness - and (2) improved skills in multimedia communication - 27% to 49% good video recording and 16% to 51% good multimedia editing skills.
Dyson, L, Litchfield, A, Raban, R & Tyler, J 2009, 'mInteract: Online tool for sustainable active experiential mobile learning', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 230-232.
The rapid evolution and ubiquitous use of mobile devices is an historical opportunity to improve experiential interactivity in education practices to support 'deep' learning. A major barrier to the widespread adoption of mobile learning in higher education is that of cost. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. mInteract™ is an online system which uses packet technology to build no-to-low cost interactivity into learning spaces. mInteract supports sustainable active experiential learning transactions for both student and teacher. © 2009 Laurel Dyson, Andrew Litchfield Ryszard Raban and Jon Tyler.
Dyson, LE & Brady, F 2009, 'Mobile Phone Adoption and Use in Lockhart River Aboriginal Community', EIGHTH INTERNATIONAL CONFERENCE ON MOBILE BUSINESS, PROCEEDINGS, 8th International Conference on Mobile Business, IEEE COMPUTER SOC, Dalian, PEOPLES R CHINA, pp. 37-37.
Dyson, LE & Brady, F 2009, 'Mobile Phone Adoption and Use in Lockhart River Aboriginal Community', 8th International Conference on Mobile Business, International Conference on Mobile Business, IEEE Conputer Society, Dalian, Liaoning, China, pp. 170-175.View/Download from: Publisher's site
This paper reports on an ethnographic study of mobile phone adoption and use in a remote Aboriginal community in Cape York, Australia. The researchers found that, within nine months of the introduction of the 3G network, 58% of the Indigenous people interviewed had acquired a mobile phone, a much higher rate of adoption than any other ICT. The phones were employed for communication, with multimedia uses (music, games, videos, photos) also very popular. Issues included the cost, robustness and usability of the devices, although most people managed costs well by purchasing pre-paid phones. The findings suggest a number of possible initiatives that government, service providers and business could consider to leverage mobile phone usage and develop capacity in the community.
Dyson, LE & Litchfield, AJ 2009, 'The mPortal: Supporting Collaboration to Develop mLearning Strategies for Educational Transformation', 8th World Conference on Mobile and Contextural Learning, World Conference on Mobile and Contextural Learning, University of Florida, Florida USA, pp. 112-118.
This paper proposes the establishment of an online portal to influence and support best practice in mLearning. With the growing interest in mLearning to address the learning styles of a generation of students who have grown up with digital technology, and the adoption of mobile technology by Indigenous peoples and in developing countries, there is a need for an accessible body of knowledge of mLearning principles, teaching strategies and case-studies. An mPortal would foster collaboration between researchers and educators and inform emerging national and international approaches to using mobile technologies at all levels of the education sector and across all disciplines.
Dyson, LE, Litchfield, A, Raban, R & Tyler, J 2009, 'Interactive classroom mlearning and the experiential transactions between students and lecturer', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 233-242.
This paper seeks to address a major deficit in understandings of mobile learning, that is, its lack of a solid theoretical foundation. An overview of existing theoretical concepts of mobile learning is presented, followed by an analysis of interactive classroom systems and the learning that they provide. The implementation of a specific interactive system mInteract in the lectures of a large accounting subject is described. mInteract is a Web- based system using no-to-low cost data-packet technology and provides for interactions from students' own Internet-enabled mobile devices. The paper examines, by means of reflections from the lecturer and students, the learning which took place during the implementation. The analysis demonstrates that interactive mobile learning can be interpreted using experiential learning theory, and that both students and lecturers engage in experiential learning. Furthermore, they enter into transactions of knowledge which are facilitated by the mobile learning system. © 2009 Laurel Evelyn Dyson, Andrew Litchfield, Ryszard Raban and Jonathan Tyler.
Dyson, LE, Litchfield, AJ, Raban, R & Tyler, JV 2009, 'Reflections on interactive classroom mLearning and the experiential transactions between students and lecturer', Same places, different spaces. Proceedings ascilite Auckland 2009, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, The University of Auckland, Auckland University of Technology, and Australasian Society for Computer, Auckland, New Zealand, pp. 232-242.
This paper seeks to address a major deficit in understandings of mobile learning, that is, its lack of a solid theoretical foundation. An overview of existing theoretical concepts of mobile learning is presented, followed by an analysis of interactive classroom systems and the learning that they provide. The implementation of a specific interactive system mInteract in the lectures of a large accounting subject is described. mInteract is a Webbased system using no-to-low cost data-packet technology and provides for interactions from students own Internet-enabled mobile devices. The paper examines, by means of reflections from the lecturer and students, the learning which took place during the implementation. The analysis demonstrates that interactive mobile learning can be interpreted using experiential learning theory, and that both students and lecturers engage in experiential learning. Furthermore, they enter into transactions of knowledge which are facilitated by the mobile learning system.
Gutierrez, FJ & Dyson, LE 2009, 'Managing Employee Expectations of Organizational Change: A case study of IT Outsourcing at an Australian Bank', Knowledge Management and Innovation in Advancing Economics: Analyses and Solutions, IBIMA (International Business Information Management Association), Marrakech, pp. 1158-1165.
Litchfield, AJ, Raban, R, Dyson, LE, Leigh, EE & Tyler, JV 2009, 'Using Students' Devices and a No-To-Low Cost online Tool to Support Interactive Experiential mLearning', IEEE International Conference on Advanced Learning Technologies, IEEE International Conference on Advanced Learning Technologies, IEEE Computer Society, Riga latvia, pp. 674-678.View/Download from: Publisher's site
The rapid evolution and ubiquitous use of mobile devices is an historical opportunity to improve experiential interactivity in education practices to support deep learning. A major barrier to the widespread adoption of mLearning in higher education is that of cost. Usage charges and the cost of mobile hardware are key issues. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. The paper introduces mInteract, a system which uses packet technology (mobile WAP/WML) to build no-to-low cost interactivity into learning spaces. The online tool supports active experiential learning transactions for both student and teacher. In 2008 mInteract was trialled in a subject with large numbers. Focus group feedback is presented that indicates high levels of engagement with both users and non-users of the tool.
Bachfischer, A, Lawrence, EM, Litchfield, AJ, Dyson, LE & Raban, R 2008, 'Student Perspectives about Using Mobile Devices in Their Studies', IADIS International Conference on Mobile Learning, International Association for Development of the Information Society International Conference, IADIS, Algarve, Portugal, pp. 43-50.
Brady, FR, Dyson, LE & Asela, T 2008, 'Indigenous Adoption of Mobile Phones and Oral Culture', Proceedings of the Sixth International Conference on Cultural Attitudes towards Technology and Communication, Cultural Attitudes towards Technology and Communications, Scoool of Information Technology, Murdoch University, Nimes, France, pp. 384-398.
Indigenous people around the world are becoming more and more interested in ICT. The aural and graphical characteristics of mobile technology and multimedia, in particular, speak to strengths in Indigenous oral and graphical culture. Yet, despite many successful ICT implementations across the globe, there still remain many questions about Indigenous ICT access and adoption. In order to throw light on some of these issues, this paper examines the adoption and use of mobile phones by Indigenous people and how this fits with Indigenous culture. Specifically, we present a preliminary study of mobile phone adoption on a remote island in the Torres Strait with a special focus on Indigenous orality. The study indicates a number of very interesting issues, including an unexpected use of text messaging on mobile phones, as well as phone calls and text messages in the local language Kala Kawa Ya. We tentatively conclude that not only must ICT fit with cultural strengths such as orality but that it must also match key areas of high motivation, such as communication with family.
Dyson, LE & Nataatmadja, I 2008, 'Students Motivations in Podcast Use', Interactive Mobile and Computer aided Learning (IMCL), Interactive Mobile and Computer aided Learning, IMCL, Amman, Jordan, pp. 1-5.
Dyson, LE, Lawrence, EM, Litchfield, AJ & Bachfischer, A 2008, 'M-Fieldwork for Information Systems Students', Proceedings of the 41st Annual Hawaii International Conference on System Sciences, Hawaii International Conference on System Sciences, Shidler College of Business, University of Hawai'i at Manoa, Hawaii, Waikoloa, USA, pp. 1-10.View/Download from: Publisher's site
Fieldwork has long been identified as providing students undertaking professional studies with a means of implementing theory into a real world context. In recent years some educators, particularly in the health sciences, have introduced mobile devices to support students' fieldwork learning. In many ways there is a natural link between fieldwork and mobile technology. In this paper we report on a trial to introduce mobile support into the study of information systems in the field. The experience showed that mobile devices can assist students collect data in richer, multimedia formats and make subsequent classroom presentations of their field study much more interesting. However, it also revealed certain usage and deployment issues with the mobile devices themselves which have implications for device selection and educational design.
Dyson, LE, Raban, R, Litchfield, AJ & Lawrence, EM 2008, 'Embedding M-Learning into Mainstream Educational Practice: Overcoming the Cost Barrier', Interactive Mobile and Computer Aided Learning (IMCL2008), Interactive Mobile and Computer Aided Learning, IMCL, Amman, Jordan, pp. 1-9.
Dyson, LE, Sixsmith, AJ & Than, TK 2008, 'Australian Newspaper Blogs', Information and Knowledge Management in Business Globalization: Theory & Practice, International Business Information Management, International Business Information Management Association, Kuala Lumpur, Malaysia, pp. 194-200.
Blogs have become one of the most prominent fonns of social media on the Web. This paper reports on the first part ofa comprehensive study of how a mainstream Australian media organisation is integrating blogs into their business. The research used a qualitative approach and data collection was undertaken using semi-structured interviews with newspaper staff. The findings presented provide an insight into the opportunities to be gained and the challenges to be faced by Australian media organisations as they incorporate blogs in their online offerings.
Lawrence, EM, Bachfischer, A, Dyson, LE & Litchfield, AJ 2008, 'Mobile Learning and Student Perspectives: A mReality Check!', 7th International Conference on Mobile Businesses, International Conference on Mobile Business, IEEE, Barcelona, Spain, pp. 287-295.View/Download from: Publisher's site
n this paper the authors report on the results of a survey aimed at ascertaining the opinions of contemporary university students on the use of mobile devices as learning tools. Four hundred and forty two postgraduate and undergraduate students from an Australian University completed the online survey. The authors analyzed both quantitative and qualitative data focusing on the ramifications for m-learning practices in university environments. Mobile technology acceptance factors are used to highlight important findings from the survey.
Raban, R, Leigh, EE, Litchfield, AJ & Dyson, LE 2008, 'Using Internet-Enabled Mobile Devices to Support Low-Cost Experiential Learning', 11th International Conference on Experiential Learning (ICEL 2008): Identity of Experience: Challenges for Experiential Learning, 11th International Conference on Experiential Learning, ICEL, Sydney, Australia, pp. 1-9.
This paper examines model-making, specifically prototyping, as a problem-based, and possibly experiential, learning activity. Prototyping activities are increasingly being introduced by schools of architecture around the world for the teaching of architectural design and construction technology. Such activities mediate between sophisticated digital modeling technologies, new materials and new construction techniques, and are a means of enabling students to oscillate between the abstract and the concrete: between the virtual world of the computer screen and the physical reality of a model built to scale from representative materials. This paper reviews the literature on what is being done and how. It discusses whether current prototyping activities are taking advantage of the large body of knowledge contained within theories of experiential learning and proposes that a series of guidelines should be formulated to inform the implementation of experimental prototyping activities in the architecture studio. The paper concludes with my own prototyping case study conducted at the University of Technology, Sydney in 2007, which was deliberately designed as an experiential learning activity. Perceptions of its successes and challenges are discussed. A hands-on construction activity will be provided to engage participants in this session.
Conference presentation with abstract published on the conference website
Dyson, LE, Underwood, J & Campbell, BR 2007, 'IT Ethics: A Learner Focussed Approach', UTS Teaching and Learning Forum, University of Technology, Sydney.
Conference presentation with abstract published on conference website
Kang, DJ & Dyson, LE 2007, 'Internet Politics in South Korea: The Case of Rohsamo and Ohmynews', Proceedings of the 18th Australasian Conference on Information Systems: Research, Relevance and Rigour: Coming of Age, Australasian Conference on Information Systems, Univeristy of Southern Queensland, University of Southern Queensland, Toowoomba, pp. 1027-1034.
Litchfield, AJ, Dyson, LE, Lawrence, EM & Bachfischer, A 2007, 'Directions for mlearning research to enhance active learning', ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Centre for Educational Development, Nanyang Technological University, Nanyang Technological University, Singapore, pp. 587-596.
This paper aims to inform readers of suggested directions for researching how mobile technology can enhance active student learning. These directions are informed by an online survey of our students in early 2007 and a contemporary literature search. We present the findings of our search of global best-practice in mlearning, gaps in the current literature are identified and five directions are suggested for 2007 mlearning research and development. We start discussing how to investigate these suggested directions.
Nataatmadja, I, Sixsmith, AJ & Dyson, LE 2007, 'Improving Class Participation by Asian Students', Managing Worldwide Operations and Communications with Information Technology, International Conference on Information Resources Management, IGI Publishing, Vancouver, British Columbia, Canada, pp. 74-77.
Raban, R, Dyson, LE & Lawrence, EM 2007, 'mInteract: Talk with Your Class', UTS Teaching and Learning Forum, University of Technology, Sydney.
Poster presentation, with abstract published on conference website
Dyson, LE & Leggett, MG 2006, 'Towards a metadesign approach for building indigenous multimedia cultural archives', Proceedings of the 12th ANZSYS Conference, Sustaining Our Social and Natural Capital, Annual ANZSYS conference, ISCE Publishing, Katoomba, Australia, pp. 82-87.
Dyson, LE, Salazar, F, Hendriks, M, Underwood, J & Kay, RJ 2006, 'ICTS for intercultural dialogue: an overview of UNESCO's indigenous communication project', Cultural attitudes towards technology and communication, Cultural Attitudes towards Technology and Communications, Murdoch University, Tartu, Estonia, pp. 340-359.
Latu, S & Dyson, LE 2006, 'ICT-The perception of the Togan minority in New Zealand', Cultural attitudes towards technology and communication 2006, Cultural Attitudes towards Technology and Communications, Murdoch University, Tartu, Estonia, pp. 360-371.
Nataatmadja, I & Dyson, LE 2006, 'ICT and its impact on managing global virtual teams', Internet and Information systems in the digital age- challenges and solutions, International Business Information Management, IBIMA, Brescila, Italy, pp. 498-504.
Sixsmith, AJ, Dyson, LE & Nataatmadja, I 2006, 'Improving class participation in IT tutorial and small lectures', Thought Leadership in IS, Australasian Conference on Information Systems, Australasia Association of Informaton Systems, Adelaide, Australia, pp. 1-10.
Dyson, LE & Underwood, J 2005, 'Indigenous People on the Web', Building Society Through E-Commerce, Collaborative Electronic Commerce Technology and Research, Universidad de Talca, Talca, Chile, pp. 1-11.
Hardy, V, Fung, H, Xian, G, Wu, J, Zhang, X & Dyson, LE 2005, 'Paper usage Management and Information Technology: An Environmental Case Study at an Australian University', Proceedings of the 5th International Business Information Management Association Conference, International Business Information Management, IBIMA, Cario, Egypt, pp. 699-705.
Hendriks, M & Dyson, LE 2005, 'Motes; The New Privacy Invaders', 2005 Information Resources Management Association International Conference, International Conference on Information Resources Management, Idea Group Publishing, San Diego, USA, pp. 772-775.
Nataatmadja, I & Dyson, LE 2005, 'Managing the modern workforce: Cultural Diversity and Its Implications', Managing Mofern Organisations with Information Technology, International Conference on Information Resources Management, Idea Group Publishing, San Diego, USA, pp. 580-583.
Chua, B & Dyson, LE 2004, 'Applying the ISO9126 Model to the evaluation of an e-learning system', Proceedings of the 21st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2004), Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Australasian Society for Computers in Learning in Tertiary Education, Perth, Australia, pp. 184-190.
Dyson, LE 2004, 'Barriers to Sharing and Creating Knowledge in Higher Education', Innovations through Information Technology, International Conference on Information Resources Management, Idea Group Publishing, New Orleans, USA, pp. 33-36.
Dyson, LE 2004, 'Cultural Issues in the Adoption of Information and Communication Technologies by Indigenous Australians', Cultural Attitudes towards Technology and Communication 2004, Cultural Attitudes towards Technology and Communications, School Infomation Technolgy, Murdoch University, Karlstad, Sweden, pp. 58-71.
Dyson, LE 2004, 'Interactive Student Discussion Activities', UTS Teaching and Learning Forum, University of Technology Sydney.
Dyson, LE & Er, M 2004, 'A Hybrid Design Approach to the Development of Mobile Systems in the Construction Industry', Building Society Through E-Commerce 2004, Collaborative Electronic Commerce Technology and Research, Universidad de Talca, Santiago, Chile, pp. 1-15.
Dyson, LE & Kay, RJ 2004, 'Learning to Collaborate and Collaborating to Learn: An experential approach to teaching collaborative systems.', Building Society through E-Commerce 2004, Collaborative Electronic Commerce Technology and Research, Universidad de Talca, Santiago, Chile, pp. 1-11.
Dyson, LE & Koruth, S 2004, 'Improving Business Performance through Supply Chain Intelligence: An Australian Perspective', Information Technology and Organizations in the 21st Century: Challenges and Solutions. Proceedings of the 2004 International Business Information Management Conference, International Business Information Management, International Business Information Management Association (IBIMA), Amman, Jordan, pp. 342-348.
Dyson, LE 2003, 'Contructing Shared Online Learning Environments for Indigenous Cultural Inclusiveness', Proceedings 4th International Conference on Information Technology Based on Higer Education and Training, International Conference on Information Technology Based on Higer Education and Training, APRIMT, Marrakech, Morocco, pp. 555-559.
Dyson, LE 2003, 'Indigenous Australians in the Information Age: Exploring Issues of Neutrality in Information Technology', New Paradigms in Organisations, Markets and Society - Proceedings of the 11th European Conference on Information Systems, European Conference on Information Systems, ECIS, Naples, Italy, pp. 1-12.
Information Technology is not a neutral tool but a medium which embodies the values of the civilization which produced it. This could have serious implications for Indigenous Australians as they adopt the new technologies and move into the Information Age. Computer use is certainly low amongst Indigenous Australians, but a review of the existing literature shows no evidence of rejection of the technology on the grounds of its ideological bias. Instead, there appears to be an overwhelmingly enthusiastic response, limited only by a difficulty in accessing the technology due to cost, isolation, poor telecommunications infrastructure, low computer literacy and lack of awareness. It is proposed that attributes inherent in Information Technology, such as its flexibility, interactivity, its non-judgemental and non-hierarchical nature, and its use of graphics mitigate any potentially negative effects and allow Indigenous
Dyson, LE 2002, 'Design for a Culturally Affirming Indigenous Computer Literacy Course', Winds of Change in the Sea of Learning, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, UNITEC Institute of Technology, Auckland, New Zealand, pp. 185-194.
Dyson, LE 2002, 'Design for a Culturally Affirming Indigenous Computer Literacy Course', Winds of Change in the Sea of Learning: Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland, pp. 185-194.
Dyson, LE 2002, 'Increasing the Participation of Indigenous Australians in the Information Technology Industries', Participatory Design Conference (PDC '02), Participatory Design Conference, PDC, MalmÃ¶, Sweden, pp. 288-294.
Dyson, LE, Salazar, F, Hendriks, M, Underwood, J & Kay, RJ UNESCO 2006, ICTs for Intercultural Dialogue: An Overiew of UNESCO's Indigenous Communications Project, pp. 0-21, Paris.