A Research Agenda for OER: discussion highlights

This report summarises a UNESCO-IIEP OER Community discussion conducted in March and April 2006 to brainstorm a research agenda for Open Educational Resources. Over 500 participants from around the world provided a rich diversity of perspectives. Topics discussed included existing OER initiatives, current levels of use, collaborative authoring, technology, learning from other open initiatives, quality assurance, dissemination and access. Participants put forward over 100 questions

Academic Libraries

As we begin to fundamentally redefine our world, informed through the Fourth Industrial Revolution (4IR) lens, entire industries are gearing up for this disruptive event. Library practices have been no exception. With the advent of advanced digital technology, knowledge is becoming more readily accessible. This book focuses on how libraries need to respond, adapt, and transform to become meaningful spaces in our rapidly changing 21st century, within the 4IR and coupled with the restrictions of the pandemic. Tracing the evolution of technology over the centuries, the changing role of the library as a response to disruptions is discussed

A Web-based multimedia collaboratory. Empirical work studies in film archives

This report represents the latest study in the activity on Ecological Information Systems conducted in the Center for Human Machine Interaction situated at Ris National Laboratory and the University of Aarhus. The purpose of this activity is to give a description of the characteristics of work domains that will serve to outline the general context of concern to design of collaboratories. In addition, a set of preliminary implications for the design of a collaboratory are derived from the cognitive work analysis. To anticipate, further research on this approach to the design of collaboratories will show how the preceding analysis is likely to lead to a novel theoretical framework, called Ecological Collaborative Information Systems (ECIS), required for the design of collaboratories. The intention is to illustrate how the general principles of ECIS can be instantiated to develop a concrete design product: A crossdisciplinary and cross-cultural collaboratory to support customer service and professional research in archives. A web based Collaboratory Numerous valuable historic and cultural films and their sources are scattered in various national archives. Knowledge and usage of the multinational film material are severely impeded by access problems. To fully exploit the cultural film heritage internationally, a high degree of cross-disciplinary and international collaboration among professionals working with the film media is required. The Collaboratory for Annotation, Indexing and Retrieval of Digitized Historical Archive Material (Collate) is intended to foster and support collaboration on research, cultural mediation and preservation of films through a distributed multimedia repository. The collaboratory will provide webbased tools and interfac..

Hybrid intelligent decision support system for distributed detection based on ad hoc integrated WSN & RFID

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThe real time monitoring of environment context aware activities, based on distributed detection, is becoming a standard in public safety and service delivery in a wide range of domains (child and elderly care and supervision, logistics, circulation, and other). The safety of people, goods and premises depends on the prompt immediate reaction to potential hazards identified in real time, at an early stage to engage appropriate control actions. Effective emergency response can be supported only by available and acquired expertise or elaborate collaborative knowledge in the domain of distributed detection that include indoor sensing, tracking and localizing. This research proposes a hybrid conceptual multi-agent framework for the acquisition of collaborative knowledge in dynamic complex context aware environments for distributed detection. This framework has been applied for the design and development of a hybrid intelligent multi-agent decision system (HIDSS) that supports a decentralized active sensing, tracking and localizing strategy, and the deployment and configuration of smart detection devices associated to active sensor nodes wirelessly connected in a network topology to configure, deploy and control ad hoc wireless sensor networks (WSNs). This system, which is based on the interactive use of data, models and knowledge base, has been implemented to support fire detection and control access fusion functions aimed at elaborating: An integrated data model, grouping the building information data and WSN-RFID database, composed of the network configuration and captured data, A virtual layout configuration of the controlled premises, based on using a building information model, A knowledge-based support for the design of generic detection devices, A multi-criteria decision making model for generic detection devices distribution, ad hoc WSNs configuration, clustering and deployment, and Predictive data models for evacuation planning, and fire and evacuation simulation. An evaluation of the system prototype has been carried out to enrich information and knowledge fusion requirements and show the scope of the concepts used in data and process modelling. It has shown the practicability of hybrid solutions grouping generic homogeneous smart detection devices enhanced by heterogeneous support devices in their deployment, forming ad hoc networks that integrate WSNs and radio frequency identification (RFID) technology. The novelty in this work is the web-based support system architecture proposed in this framework that is based on the use of intelligent agent modelling and multi-agent systems, and the decoupling of the processes supporting the multi-sensor data fusion from those supporting different context applications. Although this decoupling is essential to appropriately distribute the different fusion functions, the integration of several dimensions of policy settings for the modelling of knowledge processes, and intelligent and pro-active decision making activities, requires the organisation of interactive fusion functions deployed upstream to a safety and emergency response.Saudi government, represented by the Ministry of Interior and General Directorate of Civil Defenc

Promoting Inclusive Higher Education in the digital age: Wrapping massive open online courses (MOOCs) for youth from marginalised communities in South Africa

In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some cases, a blended learning approach has been adopted by universities to provide more flexible pathways to HE. The wrapping of MOOCs follows a similar process but can be specifically used to be inclusive of students traditionally excluded from HE. The aim of the research explores the extent to which wrapped MOOCs made in South Africa could serve as effective ‘boundary objects' for students to experience HE. This research aligns with the United Nations Sustainable Development Goal (SDG) specifically in relation to the fourth goal that targets inclusive and quality education and promotes lifelong learning for all. It explores how MOOCs, if wrapped or blended in a face-to-face programmes could prepare young people from marginalised communities for the workplace in the Fourth Industrial Revolution (4IR). The research aims to explore the characteristics of two wrapped MOOCs made in South Africa to make them more accessible to youth from marginalised communities. The researcher utilised a case study methodology and employed ethnographic methods to explore how MOOCs were wrapped to make them more accessible to youth in marginalised communities in South Africa. The cases were two learning contexts where MOOCs were wrapped for the youth from those communities. The data was analysed using concepts from Wenger-Trayner et al.'s (2015) Landscapes of Practice. One of the key concepts is the boundary object, which can ideally play a mediating role between knowledge practices across contexts. It can thus grant different forms of access to those who would otherwise have been excluded from specific ways of knowing, identity work and experience of digital technologies. The data found that some students were unaware that MOOCs existed. Students desired and accepted that MOOCs could be part of an offering of HE programmes or courses but mostly agreed that they would not take it on their own as they required the digital literacy, computer facilities and Internet to complete it. They preferred that it was wrapped within a face-to-face programme. Still, once they experienced taking it, they saw themselves as knowledgeable in taking MOOCs and the confidence to take online courses in the future. They attributed the social and epistemological access they received more to the programme than to the MOOCs. Most participants did not want MOOCs to replace HE institutions as they valued face-to-face engagement, that the wrapped MOOC format made possible. But the opportunity to learn on a digital platform and work online made them feel more equipped to choose their own pathways in the HE landscape. The study culminated in a set of characteristics that could make wrapped MOOCs effective ‘boundary objects'. The research recommends that future MOOCs be wrapped to be inclusive of these characteristics to enhance social and epistemological access to HE for students from marginalised areas. The contribution of this research would be to create a list of principles that allows for relevant MOOCs out of approximately 13500 MOOCs, that currently exist, to be used, adapted and wrapped by the HE sector or various stakeholders that provide training, education and skills to youth in marginalised or refugee communities. The Covid-19 pandemic shutdown impacted on the popularity of MOOCs where platforms like Coursera, edX, and FutureLearn attracted as many users in one month as they did in an entire year of 2019. The significance of the study was evident during the HE shutdown when access to educational resources became crucial in the remote and online teaching format. The research contributed theoretically in terms of applying a landscapes of practice framework to understand and extend online and blended learning provision to marginalised communities. Future studies can take the recommendations of this research and apply the list of principles to wrap MOOCs and other online courses within particular landscapes of practice to explore their effectiveness in promoting access to HE

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Front-Line Managers' Strategizing: A Case Study of a High Street Optical Retailer

The present study investigates how Front-Line Managers (FLMs) accomplish strategizing practice and praxes in their day-to-day work at a high street optical retailer (Optica). Despite increasing research on strategizing work, we are still ill-informed about the phenomenon at the lower, non-senior management level. Data was collected over 12 months by interviewing 24 FLMs and four middle managers; by observing FLMs in their stores and during five regional monthly meetings; and by collecting internal documents and external industry reports covering seven years. The data was analysed using thematic coding whereby both the agent’s context analysis and conduct analysis methodological bracketing techniques were mobilised. Findings from the present research reveal that FLMs strategize by carrying out strategy-realising work in the form of localising practices and praxes. The organisation’s strategy constrains the localising work of FLMs, while their professional experience enables it. The organisation’s strategy is drawn up and enacted in the day-to-day work of FLMs when they are localising. The present study claims four main theoretical contributions to the SaP literature. Firstly, it advances strategizing as strategy-realising work by defining strategizing as a social strategy-realising praxis that transposes the abstract strategy statement into the concrete conduct. Secondly, it elaborates on a notion of strategy as a combination of external and internal social structure explaining strategy heterogeneity. Thirdly, this research extends current SaP literature by discussing the role of structural context in the tension between normativity and creativity. Fourthly, it advances a framework illustrating strategy-realising as a structuration process, composed of multiple and overlapping structuration cycles. The framework illustrates how structural context and strategic agency co-depend and co-emerge in strategizing practices and praxis. Methodological contributions are made in two ways. First, the present study offers a critical assessment of employing Strong Structuration Theory to conduct empirical SaP studies. Second, it elaborates a data analysis model that combines abductive logic with the agent’s context analysis and conduct analysis methodological bracketing techniques

Reconstructing socio-cultural identity :Malay culture and architecture in Pekanbaru, Indonesia

PhD ThesisIdentity can be changed and reconstructed. Thus, it is seen as capable of supporting dynamic changes in real life through the transformation of practices and the articulation of social relations. This study examines how the reconstruction of identity of place is affected by culture and cultural production, and is an unfixed, unfinished and varying process that affects both the place and society. Particularly concomitant with shifts of power, the reconstruction attempts to impose one group’s values over those of other groups in cultural life and social transformation. Despite forming only one‐fifth of the population of the Indonesian city of Pekanbaru, Malay people have emerged as a group who have held important positions in both local government and urban society since 2000. This makes Pekanbaru city an intriguing research case. After more than a decade, the implementation of the group’s has led to visible changes in the city. This can be seen in the use of Malay architectural motifs on buildings, and the introduction of ‘new’ traditions to establish the madani city, which develops physically, socially and in the spirit of Malayness. By using a qualitative approach, this study investigates the influence of Malay culture in Pekanbaru city. The field data can be grouped into three types: physical evidence, people’s interpretations, and archive data collected using a range of methods such as observation, semi‐structured interviews, testimonies, and group discussions. The data are analysed and interpreted within an iterative process to expand understanding of the processes of reconstructing identity. Thus, this study affirms a wide range of thought about connections between the culture and identity of place which is identified through architecture and sociocultural change in urban society. In turn, this study offers particular insights into how identity on the margins becomes an exclusive set of collective identities

Localised, student-centred curriculum construction : a case study of making Chinese learnable for Australian primary school students

With the turn to ‘zhōng wén rè - 中文热’ (Chinese fever), Chinese is now the most commonly spoken second language in Australia. There has been a concomitant growth in interest in the learning of the Chinese language in local schools. However, it has been reported that there exist huge difficulties and challenges in making Chinese learnable for the predominantly Englishspeaking learners in Australia. The high dropout rate from Chinese language courses presents evidence of this. Consequently, this case study has been conducted in a local public school of New South Wales through the Australia-China educational partnership program entitled ROSETE. Specifically, the purpose of this case study is to draw on the local students’ social practices, undertaken in English, for establishing what to teach in the Chinese language classroom. The aim is to construct an appropriately learnable curriculum which will assist to enrich students’ learning of Chinese. In doing so, this study focuses on local students’ daily recurring sociolinguistic activities and their funds of knowledge in the school-based community through addressing and answering the overarching research question: how can the use of students’ sociolinguistic activities and funds of knowledge contribute to curriculum construction to enrich the learning of the Chinese language? Guided by this question, the study initially investigates particular forms of local students’ daily sociolinguistic activities, performed in English at school, then utilises them as the learning content sources. In effect, it gives priority to mobilising students’ knowledge base in order to adapt their preferred instruction strategies to make them suitable for the local educational milieu. Furthermore, it is suggested that this process of generating Chinese learning materials can and should be adjusted, and then applied to more broadly to emergent second language learners of Chinese around the world, in accordance with their diversified cultural and educational environments. The case study suggests that local students’ potential translanguaging capabilities between English and Chinese are evolving and becoming powerful due in part to the effort exerted by their engagement in this form of situated learning practice. Thus, not only can Chinese be made learnable, but a specific localised vocabulary can become the base for more extensive language learning