9,245 research outputs found
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. Todayâs 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
Metadata and ontologies for organizing studentsâ memories and learning: standards and convergence models for context awareness
Este artĂculo trata de las ontologĂas que sirven para la comprensiĂłn en contexto y la GestiĂłn de la InformaciĂłn Personal (PIM)y su aplicabilidad al proyecto Memex Metadata(M2). M2 es un proyecto de investigaciĂłn de la Universidad de Carolina del Norte en Chapel Hill para mejorar la memoria digital de los alumnos utilizando tablet PC, la tecnologĂa SenseCam de Microsoft y otras tecnologĂas mĂłviles(p.ej. un dispositivo de GPS) para capturar el contexto del aprendizaje. Este artĂculo presenta el proyecto M2, dicute el concepto de los portafolios digitales en las actuales tendencias educativas, relacionĂĄndolos con las tecnologĂas emergentes, revisa las ontologĂas relevantes y su relaciĂłn con el proyecto CAF (Context Awareness Framework), y concluye identificando las lĂneas de investigaciĂłn futuras.This paper focuses on ontologies supporting context awareness and Personal Information Management (PIM) and their
applicability in Memex Metadata (M2) project. M2 is a research project of the University of North Carolina at Chapel Hill to
improve student digital memories using the tablet PC, Microsoftâs SenseCam technology, and other mobile technologies (e.g.,
a GPS device) to capture context. The M2 project offers new opportunities studying studentsâ learning with digital
technologies. This paper introduces the M2 project; discusses E-portfolios and current educational trends related to pervasive
computing; reviews relevant ontologies and their relationship to the projectsâ CAF (context awareness framework), and
concludes by identifying future research directions
Capturing tacit knowledge: Documenting and understanding recent methodological innovation used in Design Doctorates in order to inform Postgraduate training provision
This paper presents a preliminary review of recent Design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training for Design PhDs. Six recently completed Design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD design students. Four characteristics were found in Design PhD methodology; thesis-structural innovation, a âpick and mixâ research design approach, situating practice in the enquiry and the validation of visual analysis. The paper concludes by offering suggestions on how research training can be improved for Design PhD candidates. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates, and assisting supervision teams in developing a more informed and flexible approach to practice-led research
Methodological Innovation in Practice-Based Design Doctorates
This article presents a selective review of recent design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training. Six recently completed design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD students in design. Four characteristics were found in design PhD methodology: innovations in the format and structure of the thesis, a pick-and-mix approach to research design, situating practice in the inquiry, and the validation of visual analysis. The article concludes by offering suggestions on how research training can be improved. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates and assisting supervision teams in developing a more informed and flexible approach to practice-based research
The simultaneity of complementary conditions:re-integrating and balancing analogue and digital matter(s) in basic architectural education
The actual, globally established, general digital procedures in basic architectural education,producing well-behaved, seemingly attractive up-to-date projects, spaces and first general-researchon all scale levels, apparently present a certain growing amount of deficiencies. These limitations surface only gradually, as the state of things on overall extents is generally deemed satisfactory. Some skills, such as âold-fashionedâ analogue drawing are gradually eased-out ofundergraduate curricula and overall modus-operandi, due to their apparent slow inefficiencies in regard to various digital mediaâs rapid readiness, malleability and unproblematic, quotidian availabilities. While this state of things is understandable, it nevertheless presents a definite challenge. The challenge of questioning how the assessment of conditions and especially their representation,is conducted, prior to contextual architectural action(s) of any kind
Collaborative Practices that Support Creativity in Design
Design is a ubiquitous, collaborative and highly material activity. Because of the embodied nature of the design profession, designers apply certain collaborative practices to enhance creativity in their everyday work. Within the domain of industrial design, we studied two educational design departments over a period of eight months. Using examples from our fieldwork, we develop our results around three broad themes related to collaborative practices that support the creativity of design professionals: 1) externalization, 2) use of physical space, and 3) use of bodies. We believe that these themes of collaborative practices could provide new insights into designing technologies for supporting a varied set of design activities. We describe two conceptual collaborative systems derived from the results of our study
Experiential Role of Artefacts in Cooperative Design
The role of material artefacts in supporting distributed and co-located work practices has been well acknowledged within the HCI and CSCW research. In this paper, we show that in addition to their ecological, coordinative and organizational support, artefacts also play an âexperientialâ role. In this case, artefacts not only improve efficiency or have a purely functional role (e.g. allowing people to complete tasks quickly), but the presence and manifestations of these artefacts bring quality and richness to peopleâs performance and help in making better sense of their everyday lives. In a domain like industrial design, such artefacts play an important role for supporting creativity and innovation. Based on our prolonged ethnographic fieldwork on understanding cooperative design practices of industrial design students and researchers, we describe several experiential practices that are supported by mundane artefacts like sketches, drawings, physical models and explorative prototypes â used and developed in designersâ everyday work. Our main intention to carry out this kind of research is to develop technologies to support designersâ everyday practices. We believe that with the emergence of ubiquitous computing, there is a growing need to focus on personal, emotional and social side of peopleâs everyday experiences. By focusing on the experiential practices of designers, we can provide a holistic view in the design of new interactive technologies
FIREBall-2: advancing TRL while doing proof-of-concept astrophysics on a suborbital platform
Here we discuss advances in UV technology over the last decade, with an
emphasis on photon counting, low noise, high efficiency detectors in
sub-orbital programs. We focus on the use of innovative UV detectors in a NASA
astrophysics balloon telescope, FIREBall-2, which successfully flew in the Fall
of 2018. The FIREBall-2 telescope is designed to make observations of distant
galaxies to understand more about how they evolve by looking for diffuse
hydrogen in the galactic halo. The payload utilizes a 1.0-meter class telescope
with an ultraviolet multi-object spectrograph and is a joint collaboration
between Caltech, JPL, LAM, CNES, Columbia, the University of Arizona, and NASA.
The improved detector technology that was tested on FIREBall-2 can be applied
to any UV mission. We discuss the results of the flight and detector
performance. We will also discuss the utility of sub-orbital platforms (both
balloon payloads and rockets) for testing new technologies and proof-of-concept
scientific ideasComment: Submitted to the Proceedings of SPIE, Defense + Commercial Sensing
(SI19
A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda
This paper demonstrates a âlikely benefitâ, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance
education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals
Engaging students with mobile web2.0.
Abstract: Blogs, wikis, podcasting, and a host of free, easy to use web2.0 social software provide opportunities for creating social constructivist learning environments focusing upon student-centred learning and end-user content creation and sharing. Building on this foundation, mobile web2.0 has emerged as a viable teaching and learning environment, particularly with the advent of the iPhone (Nicknamed âthe Jesus phoneâ (Goldman, 2007)) and iPod Touch. Todayâs wifi enabled smartphones provide a ubiquitous connection to mobile web2.0 social software and the ability to view, create, edit and upload user generated web2.0 content. This paper outlines how mobile web2.0 technologies can be harnessed to enhance and engage students in a social constructivist learning environment. Examples of student and teaching staff feedback are drawn from several mobile learning trials that have been conducted at Unitec New Zealand. Additionally the presentation will involve mobile web2.0 demonstrations and facilitate a discussion around the practicalities of integrating and supporting mobile web2.0 within a tertiary course
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