51,515 research outputs found
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Community Dimensions of Learning Object Repositories
This paper outlines some enablers and barriers in the use of learning object repositories (LORs) to support learning within a range of communities. Key dimensions of use of LORs as well as relationships between LORs and the learning communities that they aim to support are discussed. The LORs and communities analysed in the paper are SIESWE Learning Exchange (formerly Stor Curam), JORUM, IVIMEDS, and DIDET. Guided by the Activity Theory perspective, the LORs and the communities are analysed as sociocultural activity systems. Based on this analysis, some initial barriers and enablers for the use of LORs to support learning are outlined and implications for the future use of LORs are discussed
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Using Cloudworks to Support OER Activities
This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice.
The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)
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Coordinative Entities: Forms of Organizing in Data Intensive Science
Scientific collaboration is a long-standing subject of CSCW scholarship that typically focuses on the development and use of computing systems to facilitate research. The research presented in this article investigates the sociality of science by identifying and describing particular, common forms of organizing that researchers in four different scientific realms employ to conduct work in both local contexts and as part of distributed, global projects. This paper introduces five prototypical forms of organizing we categorize as coordinative entities: the Principal Group, Intermittent Exchange, Sustained Aggregation, Federation, and Facility Organization. Coordinative entities as a categorization help specify, articulate, compare, and trace overlapping and evolving arrangements scientists use to facilitate data intensive research. We use this typology to unpack complexities of data intensive scientific collaboration in four cases, showing how scientists invoke different coordinative entities across three types of research activities: data collection, processing, and analysis. Our contribution scrutinizes the sociality of scientific work to illustrate how these actors engage in relational work within and among diverse, dispersed forms of organizing across project, funding, and disciplinary boundaries
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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
Harnessing Collaborative Technologies: Helping Funders Work Together Better
This report was produced through a joint research project of the Monitor Institute and the Foundation Center. The research included an extensive literature review on collaboration in philanthropy, detailed analysis of trends from a recent Foundation Center survey of the largest U.S. foundations, interviews with 37 leading philanthropy professionals and technology experts, and a review of over 170 online tools.The report is a story about how new tools are changing the way funders collaborate. It includes three primary sections: an introduction to emerging technologies and the changing context for philanthropic collaboration; an overview of collaborative needs and tools; and recommendations for improving the collaborative technology landscapeA "Key Findings" executive summary serves as a companion piece to this full report
The Research Object Suite of Ontologies: Sharing and Exchanging Research Data and Methods on the Open Web
Research in life sciences is increasingly being conducted in a digital and
online environment. In particular, life scientists have been pioneers in
embracing new computational tools to conduct their investigations. To support
the sharing of digital objects produced during such research investigations, we
have witnessed in the last few years the emergence of specialized repositories,
e.g., DataVerse and FigShare. Such repositories provide users with the means to
share and publish datasets that were used or generated in research
investigations. While these repositories have proven their usefulness,
interpreting and reusing evidence for most research results is a challenging
task. Additional contextual descriptions are needed to understand how those
results were generated and/or the circumstances under which they were
concluded. Because of this, scientists are calling for models that go beyond
the publication of datasets to systematically capture the life cycle of
scientific investigations and provide a single entry point to access the
information about the hypothesis investigated, the datasets used, the
experiments carried out, the results of the experiments, the people involved in
the research, etc. In this paper we present the Research Object (RO) suite of
ontologies, which provide a structured container to encapsulate research data
and methods along with essential metadata descriptions. Research Objects are
portable units that enable the sharing, preservation, interpretation and reuse
of research investigation results. The ontologies we present have been designed
in the light of requirements that we gathered from life scientists. They have
been built upon existing popular vocabularies to facilitate interoperability.
Furthermore, we have developed tools to support the creation and sharing of
Research Objects, thereby promoting and facilitating their adoption.Comment: 20 page
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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
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Community Dimmensions of Learning Object Repositories. <i>Deliverable 1</i>: Report on Learning Communities and Repositories
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