(Georgia Institute of Technology, 2019)
Beier, Margaret E.
In this piece, Dr. Beier outlines a range of modern technologies and their role in workplace skill learning. Ranging from web-based instruction and Massive Open Online Courses, to augmented reality and chatbots, Dr. Beier explores the qualities of each of these technologies and provides examples of how they are, and could be, used to facilitate workplace learning.
(Georgia Institute of Technology, 2018-04-12)
Sonnentag, Sabine
In this piece, Dr. Sonnentag defines recovery, and presents core findings and future directions of recovery research. For example, meta-analytic evidence suggests that mentally detaching from work is important, stressful work makes this detachment difficult, but physical activities, relaxation, and opportunities to experience mastery can help. Dr. Sonnentag also highlights specific challenges to recovery (e.g., long work hours) and potential points of intervention to overcome these challenges (e.g., setting aside small periods of time).
(Georgia Institute of Technology, 2018-04-03)
Shoss, Mindy K.
In this piece, Dr. Shoss outlines the prevalence, experience, and consequences of job insecurity. Dr. Shoss highlights the role job insecurity plays as a stressor in the modern workforce. She suggests that specific subsets of workers (i.e., less educated workers, African American employees, or, counterintuitively, the most desirable workers) are particularly susceptible to this stressor in the modern workforce. Specifically, Dr. Shoss notes aspects of globalization and technology, such as automation, artificial intelligence, climate displaced workers, and global political climate, that have shifted the stage of the modern workforce. She further links these changes to individual behavior, as well as organizational, political, and economic systems.
(Georgia Institute of Technology, 2016)
Tomlinson, Brianna J.; Bruce, Carrie M.; Schuett, Jonathan H.; Walker, Bruce N.
We determined during a collaboration project in Kenya that students with visual impairments were interested in learning about weather data as part of their Science, Technology, Engineering, and Mathematics (STEM) education. Unfortunately much of this data is not accessible to the students due to lack of integration with assistive technologies, as well as limited access to landline internet. Therefore we created the Accessible Weather App to run on Android and integrate with the TalkBack accessibility feature that is already available on the operating system. This paper discusses the process for determining what features the users’ would require, and our methodology for evaluating the beta version of the app. User feedback was positive and suggestions have helped advance the interface design. The overall goal of our project is to develop, evaluate, and integrate the Accessible Weather App into weather and meteorology learning activities for students with visual impairments.