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ELLENBALKA Simon Fraser University ebalka@Sfu. ca 1. INTRODUCTION In developing the call for papers for the 7th International Federation of Information Processors (IFIP) Women, Work and Computerization Conference, we sought to cast our net widely. We wanted to encourage presenters to think broadly about women, work and computerization. Towards this end, the programme committee developed a call for papers that, in its final form, requested paper submissions around four related themes. These are (1) Setting the Course: Taking Stock of Where We Are and Where We're Going; (2) Charting Undiscovered Terrain: Creating Models, Tools and Theories; (3) Navigating the Unknown: Sex, Time, Space and Place, and (4) Taking the Helm: Education and Pedagogy. Our overall conference theme, 'Charting a Course to the Future' was inspired in part by Vancouver's geography, which is both coastal and mountainous. As such, navigation plays an important part in the lives of many as we seek to enjoy our environs. In addition, as the first Women, Work and Computerization conference of the new millennium, we hoped to encourage the broad community of scholars that has made past Women, Work and Computerization conferences a success to actively engage in imagining--and working towards-- a better future for women in relation to computers. The contributions to this volume are both a reflection of the hard work undertaken by many to improve the situation of women in relation to computerization, and a testament to how much work is yet to be done.
This reader contains contributions referring to one of the most urgent problems in systems design: the effects of computerization on human work and approaches to ameliorate systems design in order to create better conditions for living human work in a computerized world. Of course the choice of papers has been operated somewhat arbitrarily. It primarily reflects the work of IFIP's Working Group 9.1. "Compu ters and Work" and of some of its members. The papers were compiled aiming at focussing on very material pro blems in the field of "Computers and Work". They substantively re flect in several points the discussions and the concern of the Wor king Group. Some conclusions from a series of workshops held from 1980 onward by the Working Group are likewise contained and directed to the IFIP community and to other parties concerned. The reader inserts itself into a rather extended line of activities of the Working Group: in addition to contributions to the two IFIP Working Conferences on Human Choice and Computers held in 1974 and in 1979 (proceedings published by North Holland) a recent IFIP Wor king Conference on Systems Design For, With and By the Users (held in September 82, proceedings published in March 83 by North Holland) and a joint TC3/TC9 Working Conference on Education for Systems De signer/User Co-operation (proceedings to be published by end 84).
This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings. This book fills a significant gap in the literature. A number of existing works provide empirical research on collaborative work practices (Lave & Wenger, 1987; Davenport, 2005), the sharing of information at work (Brown & Duguid, 2000), and the development of communities of practice in workplace settings (Wenger, 1998). Others examine the munificent variation of information and communication technology use in the work place, including studies of informal social networks, formal information distribution and other socio-technical combinations found in work settings (Gibson & Cohen, 2003). Another significant thread of prior work is focused on computer supported collaborative learning, much of it investigating the application of computer support for learning in the context of traditional educational institutions, like public schools, private schools, colleges and tutoring organizations. Exciting new theories of how knowledge is constructed by groups (Stahl, 2006), how teachers contribute to collaborative learning (reference to another book in the series) and the application of socio-technical scripts for learning is explicated in book length works on CSCL. Book length empirical work on CSCW is widespread, and CSCL book length works are beginning to emerge with greater frequency. We distinguish CSCL at Work from prior books written under the aegis of training and development, or human resources more broadly. The book aims to fill a void between existing works in CSCW and CSCL, and will open with a chapter characterizing the emerging application of collaborative learning theories and practices to workplace learning. CSCL and CSCW research each make distinct and important contributions to the construction of collaborative workplace learning.
This book aims to shed light on the impact of computerization on employment in terms of changes in the nature of work and career opportunities and changes in the distribution of occupations in three groups of organizations: municipal government, hospitals, and colleges and universities. .
Computational linguistics can be used to uncover mysteries in text which are not always obvious to visual inspection. For example, the computer analysis of writing style can show who might be the true author of a text in cases of disputed authorship or suspected plagiarism. The theoretical background to authorship attribution is presented in a step by step manner, and comprehensive reviews of the field are given in two specialist areas, the writings of William Shakespeare and his contemporaries, and the various writing styles seen in religious texts. The final chapter looks at the progress computers have made in the decipherment of lost languages. This book is written for students and researchers of general linguistics, computational and corpus linguistics, and computer forensics. It will inspire future researchers to study these topics for themselves, and gives sufficient details of the methods and resources to get them started.
This textbook will provide an introduction to Internet client and server technologies through real world case studies and step by step tutorials that will encourage students to learn by doing.
It’s axiomatic to state that people fear what they do not understand, and this is especially true when it comes to technology. However, despite their prevalence, computers remain shrouded in mystery, and many users feel apprehensive when interacting with them. Smartphones have only exacerbated the issue. Indeed, most users of these devices leverage only a small fraction of the power they hold in their hands. How Things Work: The Computer Science Edition is a roadmap for readers who want to overcome their technophobia and harness the full power of everyday technology. Beginning with the basics, the book demystifies the mysterious world of computer science, explains its fundamental concepts in simple terms, and answers the questions many users feel too intimidated to ask. By the end of the book, readers will understand how computers and smart devices function and, more important, how they can make these devices work for them. To complete the picture, the book also introduces readers to the darker side of modern technology: security and privacy concerns, identity theft, and threats from the Dark Web.
This book describes, for the first time in pedagogical form, an approach to computer-based work in complex sociotechnical systems developed over the last 30 years by Jens Rasmussen and his colleagues at Risø National Laboratory in Roskilde, Denmark. This approach is represented by a framework called cognitive work analysis. Its goal is to help
ELLENBALKA Simon Fraser University ebalka@Sfu. ca 1. INTRODUCTION In developing the call for papers for the 7th International Federation of Information Processors (IFIP) Women, Work and Computerization Conference, we sought to cast our net widely. We wanted to encourage presenters to think broadly about women, work and computerization. Towards this end, the programme committee developed a call for papers that, in its final form, requested paper submissions around four related themes. These are (1) Setting the Course: Taking Stock of Where We Are and Where We're Going; (2) Charting Undiscovered Terrain: Creating Models, Tools and Theories; (3) Navigating the Unknown: Sex, Time, Space and Place, and (4) Taking the Helm: Education and Pedagogy. Our overall conference theme, 'Charting a Course to the Future' was inspired in part by Vancouver's geography, which is both coastal and mountainous. As such, navigation plays an important part in the lives of many as we seek to enjoy our environs. In addition, as the first Women, Work and Computerization conference of the new millennium, we hoped to encourage the broad community of scholars that has made past Women, Work and Computerization conferences a success to actively engage in imagining--and working towards-- a better future for women in relation to computers. The contributions to this volume are both a reflection of the hard work undertaken by many to improve the situation of women in relation to computerization, and a testament to how much work is yet to be done.