Offenders and E-Learning - a literature review on behalf of Becta

This literature review has been prepared by the Hallam Centre of Community Justice at Sheffield Hallam University, on behalf of Becta. The literature review provides a summary of existing research and knowledge relating to e-learning in the offending learning sector with a view to developing a range of e-maturity indicators across the sector. The review also highlights linkages with current Government policy in relation to offender learning and skills

ENHANCING USERS’ EXPERIENCE WITH SMART MOBILE TECHNOLOGY

The aim of this thesis is to investigate mobile guides for use with smartphones. Mobile guides have been successfully used to provide information, personalisation and navigation for the user. The researcher also wanted to ascertain how and in what ways mobile guides can enhance users' experience. This research involved designing and developing web based applications to run on smartphones. Four studies were conducted, two of which involved testing of the particular application. The applications tested were a museum mobile guide application and a university mobile guide mapping application. Initial testing examined the prototype work for the ‘Chronology of His Majesty Sultan Haji Hassanal Bolkiah’ application. The results were used to assess the potential of using similar mobile guides in Brunei Darussalam’s museums. The second study involved testing of the ‘Kent LiveMap’ application for use at the University of Kent. Students at the university tested this mapping application, which uses crowdsourcing of information to provide live data. The results were promising and indicate that users' experience was enhanced when using the application. Overall results from testing and using the two applications that were developed as part of this thesis show that mobile guides have the potential to be implemented in Brunei Darussalam’s museums and on campus at the University of Kent. However, modifications to both applications are required to fulfil their potential and take them beyond the prototype stage in order to be fully functioning and commercially viable

Explicating the challenges of providing novel media experiences driven by user personal data

The turn towards personal data to drive novel media experiences has resulted in a shift in the priorities and challenges associated with media creation and dissemination. This paper takes up the challenge of explicating this novel and dynamic scenario through an interview study of employees delivering diverse personal data driven media services within a large U.K. based media organisation. The results identify a need for better interactions in the user-data-service ecosystem where trust and value are prioritised and balanced. Being legally compliant and going beyond just the mandatory to further ensure social accountability and ethical responsibility as an organisation are unpacked as methods to achieve this balance in data centric interactions. The work also presents how technology is seen and used as a solution for overcoming challenges and realising priorities to provide value while preserving trust within the personal data ecosystem

Smarter choices ?changing the way we travel. Case study reports

This report accompanies the following volume:Cairns S, Sloman L, Newson C, Anable J, Kirkbride A and Goodwin P (2004)Smarter Choices ? Changing the Way We Travel. Report published by theDepartment for Transport, London, available via the ?Sustainable Travel? section ofwww.dft.gov.uk, and from http://eprints.ucl.ac.uk/archive/00001224/

The Future of Learning: Preparing for Change

This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth. The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.JRC.J.4-Information Societ