Retrieval cues fail to influence contextualized evaluations.

Initial evaluations generalise to new contexts, whereas counter-attitudinal evaluations are context-specific. Counter-attitudinal information may not change evaluations in new contexts because perceivers fail to retrieve counter-attitudinal cue-evaluation associations from memory outside the counter-attitudinal learning context. The current work examines whether an additional, counter-attitudinal retrieval cue can enhance the generalizability of counter-attitudinal evaluations. In four experiments, participants learned positive information about a target person, Bob, in one context, and then learned negative information about Bob in a different context. While learning the negative information, participants wore a wristband as a retrieval cue for counter-attitudinal Bob-negative associations. Participants then made speeded as well as deliberate evaluations of Bob while wearing or not wearing the wristband. Internal meta-analysis failed to find a reliable effect of the counter-attitudinal retrieval cue on speeded or deliberate evaluations, whereas the context cues influenced speeded and deliberate evaluations. Counter to predictions, counter-attitudinal retrieval cues did not disrupt the generalisation of first-learned evaluations or the context-specificity of second-learned evaluations (Experiments 2-4), but the counter-attitudinal retrieval cue did influence evaluations in the absence of context cues (Experiment 1). The current work provides initial evidence that additional counter-attitudinal retrieval cues fail to disrupt the renewal and generalizability of first-learned evaluations

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

The Noetic Prism

Definitions of ‘knowledge’ and its relationships with ‘data’ and ‘information’ are varied, inconsistent and often contradictory. In particular the traditional hierarchy of data-information-knowledge and its various revisions do not stand up to close scrutiny. We suggest that the problem lies in a flawed analysis that sees data, information and knowledge as separable concepts that are transformed into one another through processing. We propose instead that we can describe collectively all of the materials of computation as ‘noetica’, and that the terms data, information and knowledge can be reconceptualised as late-binding, purpose-determined aspects of the same body of material. Changes in complexity of noetica occur due to value-adding through the imposition of three different principles: increase in aggregation (granularity), increase in set relatedness (shape), and increase in contextualisation through the formation of networks (scope). We present a new model in which granularity, shape and scope are seen as the three vertices of a triangular prism, and show that all value-adding through computation can be seen as movement within the prism space. We show how the conceptual framework of the noetic prism provides a new and comprehensive analysis of the foundations of computing and information systems, and how it can provide a fresh analysis of many of the common problems in the management of intellectual resources

Learning to learn: A case for developing Small Firm Owner/Managers

Purpose: The paper seeks to contribute to the management development debate by providing insight on the dynamics of organisational learning and human interaction in the SME firm. The paper sets out to consider how a practice based perspective of knowledge is useful in this regard. Design/methodology/approach: The paper is theoretical in its intent and adopts a social constructionist view of knowledge and learning. Using qualitative analysis the paper establishes a review of the current literature by highlighting the centrality of knowledge and learning. Findings: Literature has suggested that critical aspects of learning within the SME firm are based around contextualised action, critical reflection and social interaction. A limited number of studies account for how practice is configured and influenced, in terms of value, uniqueness and scope of what is known, and how these influences can vary depending upon the contexts in which knowledge is being used, and potentially used. Practical Implications: There is a strong recognition in many of the empirical studies of learning and its use in the SME firm, that knowledge is gained through practice as opposed to formal instruction. What current research does not reflect is the changing nature of knowledge research in the wider organisational community, which has focused its attention towards the situated nature of knowledgeable activity or knowing in practice. Originality/Value: The paper argues that learning through practice, with its focus on real world issues and lived experiences, which are contextually embedded in the owner-manager's environment, may provide a better means of successfully developing practitioner focused owner/managers

From intersubjectivity to interculturalism in digital learning environments

The paper presents the work of the research program “Studies on\ud Intermediality as Intercultural Mediation” a joint international venture that seeks\ud to provide blended-learning -both online and in-classroom- methodologies for the\ud development of interculturalism and associated emotional empathic responses\ud through the study of art and literary fiction.1\ud Technological development is consistent with human desire to draw on\ud previous information and experiences in order to apply acquired knowledge to\ud present life conditions and, furthermore, make improvements for the future.\ud Therefore, it is logical that human agentive consciousness has been directed\ud towards encouraging action at a distance by all possible means. The evolution in\ud media technologies bears witness to this fact.\ud This paper explores the paradoxes behind the growing emphasis on spatial\ud metaphors during the 20th-century and a dynamic concept of space as the site of\ud relational constructions where forms and structural patterns become formations\ud constructed in interaction, and where the limit or border becomes a constitutive\ud feature, immanently connected with the possibility of its transgression. The paper\ud contends that the development of mass media communication, and particularly the\ud digital turn, has dramatically impacted on topographical spaces, both sociocultural and individual, and that the emphasis on „inter‟ perspectives, hybridism,\ud ambiguities, differences and meta-cognitive articulations of awareness of limits\ud and their symbolic representations, and the desire either to transgress limits or to\ud articulate „in-between‟, intercultural „third spaces‟, etc. are symptomatic of\ud structural problems at the spatial-temporal interface of culture and its\ud representations. Finally, the paper brings into attention research on the\ud neuroscientific basis of intersubjectivity in order to point out the material basis of\ud human knowledge and cognition and its relationship to the archiving of historical\ud memory and information transfer through education. It also offers and brief\ud introduction to the dynamics of SIIM

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Ritual performances and collective intelligence: theoretical frameworks for analyising activity patterns in Cloudworks

This paper provides an overview of emerging activity patterns on Cloudworks, a specialised site for sharing and debating ideas as well as resources on teaching, learning and scholarship in education. It provides an overview of activities such as 'flash debates', 'blended workshops' and 'open reviews' and seeks to situate dialogic interchanges and structures of involvement within the following theoretical frameworks: a) Goffman's notions of 'face-work' and 'ritual performance�; and b) and secondly, notions of collective intelligence. The paper argues that these perspectives can offer a unique contribution to the study and analysis of sociality (Bouman et al, 2007) bounded in the context of technologically mediated networked learning, with wider implications for understanding matters of participation, self-representation, reflection and expansion in education

The limits and possibilities of ICT in education

I will begin this article by clarifying the concept of Educational Technology and its related terms. I will then go on to analyse the more conclusive results of research in this field in order to describe the projects in which I have been involved, where technology was used to produce innovation. This article does not mention any cognitive or educational “revolutionary experience”, since this would surpass the limits of what technology is capable of accomplishing. Part of the education of the new generations has to be conservative, i.e., the experience and knowledge constructed by earlier generations has to be passed down. Disciplinary knowledge is an exemplary condensation of human effort and talent. How can technology support the transmission and acquisition of such knowledge? Besides being capable of using technology, should the new generations not also have a rational and educated discourse on the subject? Is this not the role of the school also? These are some of the main issues I wish to address

An introduction to IPR as a Participatory Design research method

This paper outlines the method of Interpersonal Process Recall (IPR) as a Participatory Design method, especially in the context of design for mental health and wellbeing. IPR is more commonly used in psychotherapy and other helping professions to help trainees and practitioners and their clients reflect on their process, using AV recordings of interactions for the facilitation of deep and accurate recall. We propose that it can provide a mechanism for reflection on team working and relational aspects of Participatory Design. The paper discusses the rationale for using IPR and the ways in which the method relate to phenomenological inquiry (including the Person-Centred Approach); it describes an IPR research method protocol, and finishes with a discussion of the implications for Participatory Design methodologies