Participatory Transformations

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. Conversation, participation and community have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards, wikis, blogs, social software and repositories, devices such as laptops, cell phones and digital cameras, and infrastructures of internet connection, telephone, wireless and broadband. This chapter discusses the impact of emergent, participatory trends on education. In learning and teaching participatory trends harbinge a radical transformation in who learns from whom, where, under what circumstances, and for what and whose purpose. They bring changes in where we find information, who we learn from, how learning progresses, and how we contribute to our learning and the learning of others. These trends indicate a transformation to "ubiquitous learning" ??? a continuous anytime, anywhere, anyone contribution and retrieval of learning materials and advice on and through the Internet and its technologies, niches and social spaces.not peer reviewe

Creating a bigger ZPD by extending learning process via online forum

Formal learning usually takes place in a four wall classroom. An extension of learning process may continue to occur in a conventional setting where learners get together physically after class hours. In other words, learning may take place within particular zones. Vygotsky’s idea of zone of proximal development (ZPD) suggests that learning may not only take place within a prescribed zone but also outside the prescribed zone. The prescribed zone usually has a set of objectives to be achieved by the learners. However, during the learning process, some learners may learn and/or acquire more knowledge or skills beyond targeted objectives if there is room for them to do so. The non-prescribed zone is determined by the learners’ own initiatives and efforts. With the advancement of internet technology, learners are now able to extend their learning/acquisition process via online forum. This paper will describe how learners viewed online forum activity that was used in two separate classes for two consecutive semesters at a local university. It will also discuss some pedagogical principles in implementing online forum in courses and a few implications that need to be considered by policy makers, teachers/instructors, and ICT coordinators

Determining citizens’ opinions about stories in the news media: analysing Google, Facebook and Twitter

We describe a method whereby a governmental policy maker can discover citizens’ reaction to news stories. This is particularly relevant in the political world, where governments’ policy statements are reported by the news media and discussed by citizens. The work here addresses two main questions: whereabouts are citizens discussing a news story, and what are they saying? Our strategy to answer the first question is to find news articles pertaining to the policy statements, then perform internet searches for references to the news articles’ headlines and URLs. We have created a software tool that schedules repeating Google searches for the news articles and collects the results in a database, enabling the user to aggregate and analyse them to produce ranked tables of sites that reference the news articles. Using data mining techniques we can analyse data so that resultant ranking reflects an overall aggregate score, taking into account multiple datasets, and this shows the most relevant places on the internet where the story is discussed. To answer the second question, we introduce the WeGov toolbox as a tool for analysing citizens’ comments and behaviour pertaining to news stories. We first use the tool for identifying social network discussions, using different strategies for Facebook and Twitter. We apply different analysis components to analyse the data to distil the essence of the social network users’ comments, to determine influential users and identify important comments

Collective awareness platforms and digital social innovation mediating consensus seeking in problem situations

In this paper we show the results of our studies carried out in the framework of the European Project SciCafe2.0 in the area of Participatory Engagement models. We present a methodological approach built on participative engagements models and holistic framework for problem situation clarification and solution impacts assessment. Several online platforms for social engagement have been analysed to extract the main patterns of participative engagement. We present our own experiments through the SciCafe2.0 Platform and our insights from requirements elicitation

The Tutor's Role

This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring