Using Technology Enabled Qualitative Research to Develop Products for the Social Good, An Overview

This paper discusses the potential benefits of the convergence of three recent trends for the design of socially beneficial products and services: the increasing application of qualitative research techniques in a wide range of disciplines, the rapid mainstreaming of social media and mobile technologies, and the emergence of software as a service. Presented is a scenario facilitating the complex data collection, analysis, storage, and reporting required for the qualitative research recommended for the task of designing relevant solutions to address needs of the underserved. A pilot study is used as a basis for describing the infrastructure and services required to realize this scenario. Implications for innovation of enhanced forms of qualitative research are presented

Conceptualising teachers' professional learning with Web 2.0

Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socio‐cultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England. Findings – The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD). Originality/value – The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and under‐theorised, and this work seeks to establish a framework for further discussion and empirical exploration

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Acute: high-level programming language design for distributed computation

Existing languages provide good support for typeful programming of standalone programs. In a distributed system, however, there may be interaction between multiple instances of many distinct programs, sharing some (but not necessarily all) of their module structure, and with some instances rebuilt with new versions of certain modules as time goes on. In this paper we discuss programming language support for such systems, focussing on their typing and naming issues. We describe an experimental language, Acute, which extends an ML core to support distributed development, deployment, and execution, allowing type-safe interaction between separately-built programs. The main features are: (1) type-safe marshalling of arbitrary values; (2) type names that are generated (freshly and by hashing) to ensure that type equality tests suffice to protect the invariants of abstract types, across the entire distributed system; (3) expression-level names generated to ensure that name equality tests suffice for type-safety of associated values, e.g. values carried on named channels; (4) controlled dynamic rebinding of marshalled values to local resources; and (5) thunkification of threads and mutexes to support computation mobility. These features are a large part of what is needed for typeful distributed programming. They are a relatively lightweight extension of ML, should be efficiently implementable, and are expressive enough to enable a wide variety of distributed infrastructure layers to be written as simple library code above the byte-string network and persistent store APIs. This disentangles the language runtime from communication intricacies. This paper highlights the main design choices in Acute. It is supported by a full language definition (of typing, compilation, and operational semantics), by a prototype implementation, and by example distribution libraries

Policy Issues of e-Commerce Technology Diffusion in Southeast Nigeria: The Case of Small Scale Agribusiness

The benefits brought about by the emergence of e-commerce, e-business and other Information Communication Technologies (ICTs) applications have not been fully explored in the developing economies of the world. The less developed economies are still struggling to catch up with ICT application as opposed to its heavy deployment in the developed economies. Empirical evidence suggests that ICTs and other related technologies are increasingly emerging in the communities of the developing economies such as Nigeria. Rural actors engaged in the Agricultural industries (Agribusiness) feel that the implementation of ICTs can influence the development of new business processes and the way existing processes are organised. In the Southeast of Nigeria, which is a typical example of a less developed community, the impact of e-business technologies has yet to be determined. This paper identifies two classical traditional agribusiness supply chains and hence reports on the impact of e-commerce technology diffusion along the equilibrium of the supply chains, focusing on the elimination of intermediary actors from the chain. It provides an assessment of the Governments’ policies and strategies on e-commerce adoption for the sustainability of small-scale agricultural businesses. The paper examines the politics surrounding ICT implementations by actors engaged in the agribusiness sector. This research has motivated The South East State Government, in collaboration with the Federal Government, to give closer attention to their earlier policy of making Nigeria an ICT-enabled country

Long-term penetration and traffic forecasts for the Western European fixed broadband market

The objective with the paper is to describe, analyze and forecast the future fixed broadband penetration and traffic growth in NGN and NGA networks in Western Europe - one of the most advanced telecommunications areas in the world. Analyses show that the broadband penetrations are very well fitted by Logistic models. Here, extended Logistic four parameter models are used to develop broadband penetration forecasts 2011 - 2015. Separate forecasts are developed for DSL, HFC(Hybrid Fiber Coax), FTTx and FWA (Fixed Wireless Access) The traffic forecasts are developed per user in the busy hour. Hence, it is possible to assess the future fixed broadband busy hour traffic in NGA networks and also the accumulated busy hour traffic in NGN networks taking into account the fixed broadband penetration forecasts. --Fixed broadband,NGA,NGN,long-term forecasts,penetration,traffic

Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed