Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom

Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

On Optimal and Fair Service Allocation in Mobile Cloud Computing

This paper studies the optimal and fair service allocation for a variety of mobile applications (single or group and collaborative mobile applications) in mobile cloud computing. We exploit the observation that using tiered clouds, i.e. clouds at multiple levels (local and public) can increase the performance and scalability of mobile applications. We proposed a novel framework to model mobile applications as a location-time workflows (LTW) of tasks; here users mobility patterns are translated to mobile service usage patterns. We show that an optimal mapping of LTWs to tiered cloud resources considering multiple QoS goals such application delay, device power consumption and user cost/price is an NP-hard problem for both single and group-based applications. We propose an efficient heuristic algorithm called MuSIC that is able to perform well (73% of optimal, 30% better than simple strategies), and scale well to a large number of users while ensuring high mobile application QoS. We evaluate MuSIC and the 2-tier mobile cloud approach via implementation (on real world clouds) and extensive simulations using rich mobile applications like intensive signal processing, video streaming and multimedia file sharing applications. Our experimental and simulation results indicate that MuSIC supports scalable operation (100+ concurrent users executing complex workflows) while improving QoS. We observe about 25% lower delays and power (under fixed price constraints) and about 35% decrease in price (considering fixed delay) in comparison to only using the public cloud. Our studies also show that MuSIC performs quite well under different mobility patterns, e.g. random waypoint and Manhattan models

Investigating the use of Virtual Learning Environments by teachers in schools and colleges

Investigating the use of Virtual Learning Environments by teachers in schools and college

Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'

This paper presents an educational case study of ‘Media Culture 2020’, an EU Erasmus Intensive Programme that utilised a range social media platforms and computer software to create open, virtual spaces where students from different countries and fields could explore and learn together. The multi-disciplinary project featured five universities from across Europe and was designed to develop new pedagogical frameworks to encourage collaborative approaches to teaching and learning in the arts. The main objective of the project was to break down classroom and campus walls by creating digital learning environments that facilitated new forms of production, transmission and representation of knowledge. Media Culture 2020 was designed to pilot a novel mode of ‘blended learning’, demonstrating a number of ways in which ‘Web 2.0’ networked technologies might be adopted by academics to encourage open and collaborative modes of practice. The project utilised a number of social media platforms (including Facebook, Twitter, Google+, Google Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set of students from different cultural and international contexts. In doing so, Media Culture 2020 enabled participants with a diverse range skills and cultural experiences to develop new working practices that respond to the convergence of digital media and art, as well as the internationalisation of media production and business, through the use of open, interactive software

Towards distributed architecture for collaborative cloud services in community networks

Internet and communication technologies have lowered the costs for communities to collaborate, leading to new services like user-generated content and social computing, and through collaboration, collectively built infrastructures like community networks have also emerged. Community networks get formed when individuals and local organisations from a geographic area team up to create and run a community-owned IP network to satisfy the community’s demand for ICT, such as facilitating Internet access and providing services of local interest. The consolidation of today’s cloud technologies offers now the possibility of collectively built community clouds, building upon user-generated content and user-provided networks towards an ecosystem of cloud services. To address the limitation and enhance utility of community networks, we propose a collaborative distributed architecture for building a community cloud system that employs resources contributed by the members of the community network for provisioning infrastructure and software services. Such architecture needs to be tailored to the specific social, economic and technical characteristics of the community networks for community clouds to be successful and sustainable. By real deployments of clouds in community networks and evaluation of application performance, we show that community clouds are feasible. Our result may encourage collaborative innovative cloud-based services made possible with the resources of a community.Peer ReviewedPostprint (author’s final draft