Browsing by Author "Smy, Victoria"

Now showing 1 - 14 of 14
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    Attitudes towards, and utilisation of, virtual learning environments among postgraduate university teaching staff
    (ICICTE, 2016-07) Smy, Victoria; Cahillane, M.; MacLean, P.
    Skill retention within a virtual learning environment (VLE) is dependent upon the complexity inherent in skill use (Cahillane, MacLean, & Smy, 2015) and the frequency of skill use (Arthur, Bennett, Stanush, & McNally, 1998). A questionnaire was used to capture demographics and perceptions/attitudes concerning VLE usefulness, VLE ease of use and self-reported VLE use among postgraduate level teachers. Results indicate that self-reported teaching workloads were negatively associated with attitudinal positivity. Further results indicated that the attitudinal concept of Perceived usefulness explained a significant amount of unique variance in VLE Use. However, perceptions concerning the Ease of VLE use did not.
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    C-IEDD metacognitive requisite ratings
    (Cranfield University, 2021-10-06 10:26) Smy, Victoria; Witheridge, Annamaria; Clewley, Natalie; Dodd, Lorraine
    Red/amber/green (RAG) analysis of metacognitive requisites at key decision points throughout a challenging counter-improvised explosive device disposal incident.
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    A case study of the barriers and enablers affecting teaching staff e-learning provision
    (2016-09-16) Smy, Victoria; Cahillane, Marie; MacLean, Piers
    The present paper reports the outputs of a focus group examining the perceived uses, enablers and barriers of utilising virtual learning environments (VLEs), amongst a small group of postgraduate teachers. Sixteen pedagogical/teaching functions were identified and were mapped to MacLean and Scott’s (2011) model of VLE elements. Whilst a number of enablers of VLE use were apparent, participants’ insights and inputs indicated a larger number of VLE barriers. It appears that the biggest barrier to overcome in using VLEs is finding the time to develop the materials and navigate the technology.
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    Eliciting expert knowledge to inform training design
    (Association for Computing Machinery, 2019-09-10) Clewley, Natalie; Dodd, Lorraine; Smy, Victoria; Witheridge, Annamaria; Louvieris, Panos
    To determine the elicitation methodologies best placed to uncover and capture the expert operator’s reflective cognitive judgements in complex and dynamic military operating environments (e.g., explosive ordinance disposal) in order to develop the specification for a reflective eXplainable Artificial Intelligence (XAI) agent to support the training of domain novices. Approach: A bounded literature review of the latest developments in expert knowledge elicitation was undertaken to determine the ’art-of-the-possible’ in respects to uncovering an expert’s cognitive judgements in complex and dynamic environments. Candidate methodologies were systematically and critically reviewed in order to identify the most promising methodologies for uncovering expert situational awareness and metacognitive evaluations in pursuit of actionable threat mitigation strategies in high-risk contexts. Research outputs are synthesized into an interview protocol for eliciting and understanding the in-situ actions and decisions of experts in high-risk, complex operating environments. Practical implications: Trainees entering high-risk operating environments can benefit from exposure to expert reflective strategies whilst learning the trade. Typical operator training focuses on technical aspects of threat mitigation but often overlooks reflective self-evaluation. The present study represents an initial step towards determining the feasibility of designing a reflective XAI agent to augment the performance of trainees entering high-risk operations. Outputs of the expert knowledge elicitation protocol documented here shall be used to refine a theoretical framework of expert operator judgement, in order to determine decision support strategies of benefit to domain novices.
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    Evaluating teamwork development in combat training settings: an exploratory case study utilising the Junior Leaders’ Field Gun competition
    (Elsevier, 2021-05-19) Smy, Victoria; Cahillane, Marie; MacLean, Piers; Hilton, Mike; Humphreys, Lisa
    A behaviourally-anchored observational rating scale (BAORS) of teamwork based upon the ‘Big Five’ teamwork model (Salas et al., 2005) was selected and adapted for use in a combat training setting – a UK military field gun competition. The teamwork development of 16 newly-formed teams training to master a historic tactical drill was evaluated over the course of a week-long residential programme. Training culminated in a timed field gun competition. Teams were trained and mentored in respects to teamwork and taskwork by experienced military instructors. Teamwork was assessed at the outset and end of training. Significant improvements were evident on all teamwork process dimensions, with the greatest improvement seen in teams’ shared understanding of teamwork roles and strategies (shared mental models). The lack of an association between teamwork development and final drill performance is explored, as is the utility of the measurement protocol developed for teamwork assessment in other settings
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    Experimental and computation assessment of thermomechanical effects during auxetic foam fabrication
    (Springer, 2020-10-27) Critchley, Richard; Smy, Victoria; Corni, Ilaria; Wharton, Julian A.; Walsh, Frank C.; Wood, Robert J. K.; Stokes, Keith R.
    Auxetic foams continue to interest researchers owing to their unique and enhanced properties. Existing studies attest to the importance of fabrication mechanisms and parameters. However, disparity in thermo-mechanical parameters has left much debate as to which factors dominate fabrication output quality. This paper provides experimental, computational, and statistical insights into the mechanisms that enable auxetic foams to be produced, using key parameters reported within the literature: porosity; heating time; and volumetric compression ratio. To advance the considerations on manufacturing parameter dominance, both study design and scale have been optimised to enable statistical inferences to be drawn. Whilst being unusual for a manufacturing domain, such additional analysis provides more conclusive evidence of auxetic properties and highlights the supremacy of volumetric compression ratio in predicting Poisson’s ratio outcomes in the manufacture process. Furthermore statistical results are exploited to formulate key recommendations for those wishing to maximise/optimise auxetic foam production.
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    Experimental and computation assessment of thermomechanical effects during auxetic foam fabrication - DATA
    (Cranfield University, 2020-11-04 09:41) Critchley, Richard; Smy, Victoria
    Data used in this paper can be found in the attached thesis as an appendix. Link to file: https://eprints.soton.ac.uk/386209/
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    Informational security: Dis(satisfaction)
    (Cranfield University, 2018-11-15 17:05) Smy, Victoria
    Poster presented at the 2018 Defence and Security Doctoral Symposium.Objectives: The research conducted aims to determine whether there are common themes and trends emerging from perceptions of information security (Infosec) practices amongst professionals working in defence and security organisations.Design: A short data capture initiative was implemented in a classroom environment. The initiative served multiple purposes:1.To act as a taster of qualitative research2.To provide a [sanitised and cleansed] database for future research students to try out some qualitative data analysis.3.As an exploratory exploration of Infosec enablers and barriers with a view to understand whether it should form the basis of a new, longitudinal research programmeMethods: This research was granted ethical approval from "Cranfield University"’s Research Ethics Committee. Initial research was conducted in June 2018. Participants were military and civilian students undertaking a Research Methods module as part of their Cyber Masters Program (CDIA and CyOPs). There were 34 students in attendance. The sample were predominately male (90%) and aged between 29 and 52 (mean 39 years old). Participants were briefed as to the anonymous nature of the data and the intended data uses. All participation was voluntary and informed consent was sought before data collection. Participants were given 20 minutes (2 x 10) to capture their thoughts as aligned to the following questions:What are the sources of SATISFACTION with information security within your professional working environment?What are the sources of DISSATISFACTION with information security within your professional working environment?Results: Overall, marginally more sources of dissatisfaction (n = 73) than satisfaction (n = 69) with Infosec were reported. Interestingly, a small subset of participants alluded to there being more sources of dissatisfaction but, due to the classified nature of their work, they did not feel able to record them.The results will be further analysed for common themes, trends and language using NVivo 12 software.Conclusions: TBC
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    Junior Leader Field Gun data - teamwork impact case study
    (Cranfield University, 2019-11-11 11:27) Smy, Victoria
    Anonymised raw data from the Junior Leader Field Gun 2019 competition pertaining to: 1. Crew teamwork measurement (and final performance) 2. Crew member satisfaction survey and feedback on the JLFG event
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    Lifting the lid on manipulative website contents: a framework mapping contextual and informational feature combinations against associated social cognitive vulnerabilities
    (Wiley, 2024-02-15) MacLean, Piers; Cahillane, Marie; Smy, Victoria
    Website contents can be designed to influence individual and group decision-making for social, political or financial gain. A novel working theoretical framework was developed to provide insights into where website contents have been designed to exploit common cognitive vulnerabilities (CVs) amongst audiences; a form of social cognitive hacking. A literature synthesis on CVs, website content design and credibility identified features on a context credibility (CC) dimension that were mapped against features on an information validity (IV) dimension. Alignment of CC and IV feature pairings with CVs enables evaluation and interpretation of nuanced website content for identification of attempted influence undetectable by machine algorithms. Subjective responses to prompts about features on each dimension generate pairs of numerical values. The value pairs indicate within a quad-graph the possible presence and extent of CV exploitation. Each value pair can be traced to the underlying CC-IV features and CVs being targeted. External prima facie assessment suggests the framework can form the basis for standardised human analysis of website contents. Application of the framework provides insights into what and how feature combinations may be manipulated for CV exploitation. It has potential for application in fields such as intelligence analysis, education, and marketing.
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    Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study
    (Taylor and Francis, 2018-05-15) Cahillane, Marie; MacLean, Piers; Smy, Victoria
    Periods of no practice in performing a technical procedure may impact on the retention of the procedural skills required to produce VLE content. This exploratory paper reports a case study into the application of a validated skills retention model, the User Decision Aid (UDA). Use of the UDA results in a series of indicative retention rates predicting how long the procedures required to carry out Virtual Learning Environment (VLE) content production tasks will be remembered. Considerable variability in retention rates for differing VLE content production tasks was indicated. The study reveals that improvement in predicted VLE content production skills retention rates may be observed when a quality job aid is available and the mental processing complexity resulting from conducting VLE tasks is reduced. Outputs from this research can inform the design of VLEs, lead to the development of targeted training for teaching staff, and the better design of effective resources in order to mitigate skills fade in VLE content production tasks.
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    Perceived transformational leadership, instructor behaviors, and motivation to learn: A mediated model
    (CAIRN, 2016-07-03) Smy, Victoria; Shelton, K.; Tombs, M.; Patrick, J.
    Motivation to learn is an important determinant of various indicators of training effectiveness, such as improved satisfaction with training, higher self-efficacy, greater intent to transfer trained skills, and improved declarative knowledge (Colquitt, LePine, & Noe, 2000). Similarly, transformational leadership improves employee attitudes and performance, largely through its motivational effects (Bass, 1999). However, surprisingly little research addresses whether transformational instructor behavior, in training contexts, impacts upon training-related attitudes, and therefore also influences subsequent training success. A model was developed concerning associations between perceived transformational instructor behaviors and trainee attitudes, including motivation to learn. Measurement and structural models were assessed using data from 578 UK military recruits undergoing phase one of recruit training. Results indicate that trainee perceptions of their instructor’s transformational leadership behaviors were positively associated with motivation to learn. Instructor transformational leadership was also positively associated with trainee attitudes concerning instrumentality (Mathieu, Tannenbaum, & Salas, 1992) and valence (the desirability of doing well within the training context, Colquitt & Simmering, 1998), with these attitudes partially mediating the association between instructor transformational leadership and motivation to learn. Cross-validation of the model using 371 different trainees in the more specialized phase of recruit training revealed the same pattern of significant associations. These findings have theoretical implications for models of training motivation, which need to incorporate perceptions of transformational instruction. In addition, present results have practical implications as interventions aimed at training instructors to more effectively adopt transformational behaviors should be used to improve the motivation of trainees, and there is evidence to suggest that individuals can be trained to demonstrate greater transformational leadership (e.g., Dvir, Eden, Avolio, & Shamir, 2002).
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    Sensemaking and metacognitive prompting in ill-structured problems
    (Emerald, 2016-06-06) Smy, Victoria; Cahillane, Marie; MacLean, Piers
    Purpose – The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems. Design/methodology/approach – Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation. Findings – A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported. Practical implications – Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework. Originality/value – The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.
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    A study of the cyber security awareness and use of protective cyber security practices in defence settings
    (2018-07) Sherchan, Sundar; Smy, Victoria
    The UK Strategic Defence and Security Review (2015), places ‘cyber’ in the highest category tier-one risk. The threats from cyberspace is ever increasing as UK Armed Forces is becoming increasingly dependent on its’ information systems and networks for daily business processes. Hardware and software technological defences are effective tools to protect our systems and networks, nonetheless these defences are useless if humans operators allows attackers to maliciously exploit our systems through use of social engineering techniques. There is currently no measurement framework in the R SIGNALS or the Army to assess basic cyber awareness and behaviour of soldiers and officers and benchmarking user cyber awareness maturity state. In this study, the author creates an innovative measurement framework that is utilised to measure cyber security awareness and behaviour in the R SIGNALS. The framework is an extension and adaptation of the government NCSC infographics for basic cyber security protective practices which in this study is split into five themes for measuring awareness (device safety, device backup, phishing, password and malware) and one theme for behaviour. The research adopts a quantitative positivist approach with using a questionnaire to measure human cyber awareness and behaviour. Study of human psychology models in the literature indicates that factors such as awareness and subsequent attitudes have direct influences on human behaviour. Results after codification and statistical analysis confirmed that technical trades in the R SIGNALS has better awareness of device safety, malware and phishing while cyber training was directly related to user behaviour and awareness of device safety. Overall user awareness in the R SIGNALS was found to be at Integrated level out of the five levels in the Community Cyber Security Maturity Model. The measurement framework is not limited to application to R SIGNALS and has the utility for other corps and organisations within the Army. Key future research recommendations included adding an attitude scale to the framework and having the correct sample to represent population variation