A First Briefing on MOOCs

This memo is addressed to members of our university (and maybe others) who want to know whether they need to know about MOOCs, and what the first things they would need to know are. MOOCS were the academic buzzword of 2012.1 But what is a MOOC. Do we care? Should we? In this short memo we begin with a list of questions, in no particular order, that we have either asked or been asked. The discussion that follows will contain the answers to these, and other, questions, although there may not be a separate section for each question

Local Nodes in Global Networks: The Geography of Knowledge Flows in Biotechnology Innovation

The literature on innovation and interactive learning has tended to emphasize the importance of local networks, inter-firm collaboration and knowledge flows as the principal source of technological dynamism. More recently, however, this view has come to be challenged by other perspectives that argue for the importance of non-local knowledge flows. According to this alternative approach, truly dynamic economic regions are characterized both by dense local social interaction and knowledge circulation, as well as strong inter-regional and international connections to outside knowledge sources and partners. This paper offers an empirical examination of these issues by examining the geography of knowledge flows associated with innovation in biotechnology. We begin by reviewing the growing literature on the nature and geography of innovation in biotechnology research and the commercialization process. Then, focusing on the Canadian biotech industry, we examine the determinants of innovation (measured through patenting activity), paying particular attention to internal resources and capabilities of the firm, as well as local and global flows of knowledge and capital. Our study is based on the analysis of Statistics Canada’s 1999 Survey of Biotechnology Use and Development, which covers 358 core biotechnology firms. Our findings highlight the importance of in-house technological capability and absorptive capacity as determinants of successful innovation in biotechnology firms. Furthermore, our results document the precise ways in which knowledge circulates, in both embodied and disembodied forms, both locally and globally. We also highlight the role of formal intellectual property transactions (domestic and international) in promoting knowledge flows. Although we document the importance of global networks in our findings, our results also reveal the value of local networks and specific forms of embedding. Local relational linkages are especially important when raising capital—and the expertise that comes with it—to support innovation. Nevertheless, our empirical results raise some troubling questions about the alleged pre-eminence of the local in fostering innovation

Personalised Learning: Developing a Vygotskian Framework for E-learning

Personalisation has emerged as a central feature of recent educational strategies in the UK and abroad. At the heart of this is a vision to empower learners to take more ownership of their learning and develop autonomy. While the introduction of digital technologies is not enough to effect this change, embedding the affordances of new technologies is expected to offer new routes for creating personalised learning environments. The approach is not unique to education, with consumer technologies offering a 'personalised' relationship which is both engaging and dynamic, however the challenge remains for learning providers to capture and transpose this to educational contexts. As learners begin to utilise a range of tools to pursue communicative and collaborative actions, the first part of this paper will use analysis of activity logs to uncover interesting trends for maturing e-learning platforms across over 100 UK learning providers. While personalisation appeals to marketing theories this paper will argue that if learning is to become personalised one must ask what the optimal instruction for any particular learner is? For Vygotsky this is based in the zone of proximal development, a way of understanding the causal-dynamics of development that allow appropriate pedagogical interventions. The second part of this paper will interpret personalised learning as the organising principle for a sense-making framework for e-learning. In this approach personalised learning provides the context for assessing the capabilities of e-learning using Vygotsky’s zone of proximal development as the framework for assessing learner potential and development

A Call for Self-Study in Middle Level Teacher Education

To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors’ gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of “generalizability” from a “results” perspective to one of generalizability of the process that self-study methodology offers

ConceptMapWiki - a collaborative framework for agglomerating pedagogical knowledge

We propose a new educational framework,ConceptMapWiki, that is a wiki representing pedagogicalknowledge with a collection of concept maps which iscollaboratively created, edited and browsed. The learners andeducators provide complementing contribution to evolvingshared knowledge structures that are stored in a relationaldatabase forming together inter-connected overlappingontologies. Every contribution is stored supplied with timestamps and a user profile enabling to analyze maturing ofknowledge according to various learner-driven criteria.Pedagogically motivated learning paths can be collaborativelydefined and evaluated, and educational games can beincorporated based on browsing and editing concept maps.The proposed framework is believed to be the first wikiarchitecture of it's kind, designed for personalized learningwith an evolving knowledge repository relying on adaptivevisual representations and sound pedagogical motivation.Initial experiments with a functional online prototype indicatepromising educational gain and suggest further research.Peer reviewe

An integrated molecular and conventional breeding scheme for enhancing genetic gain in maize in Africa

Open Access Journal; Published online: 06 Nov 2019Maize production in West and Central Africa (WCA) is constrained by a wide range of interacting stresses that keep productivity below potential yields. Among the many problems afflicting maize production in WCA, drought, foliar diseases, and parasitic weeds are the most critical. Several decades of efforts devoted to the genetic improvement of maize have resulted in remarkable genetic gain, leading to increased yields of maize on farmers’ fields. The revolution unfolding in the areas of genomics, bioinformatics, and phenomics is generating innovative tools, resources, and technologies for transforming crop breeding programs. It is envisaged that such tools will be integrated within maize breeding programs, thereby advancing these programs and addressing current and future challenges. Accordingly, the maize improvement program within International Institute of Tropical Agriculture (IITA) is undergoing a process of modernization through the introduction of innovative tools and new schemes that are expected to enhance genetic gains and impact on smallholder farmers in the region. Genomic tools enable genetic dissections of complex traits and promote an understanding of the physiological basis of key agronomic and nutritional quality traits. Marker-aided selection and genome-wide selection schemes are being implemented to accelerate genetic gain relating to yield, resilience, and nutritional quality. Therefore, strategies that effectively combine genotypic information with data from field phenotyping and laboratory-based analysis are currently being optimized. Molecular breeding, guided by methodically defined product profiles tailored to different agroecological zones and conditions of climate change, supported by state-of-the-art decision-making tools, is pivotal for the advancement of modern, genomics-aided maize improvement programs. Accelerated genetic gain, in turn, catalyzes a faster variety replacement rate. It is critical to forge and strengthen partnerships for enhancing the impacts of breeding products on farmers’ livelihood. IITA has well-established channels for delivering its research products/technologies to partner organizations for further testing, multiplication, and dissemination across various countries within the subregion. Capacity building of national agricultural research system (NARS) will facilitate the smooth transfer of technologies and best practices from IITA and its partners

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

Advances in Technology Enhanced Learning

‘Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces. The Open University's Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more

An exploration of knowledge and understanding – the eighth flow

The argument for understanding Lean construction as a socio-technical field is growing and the need to better consider the role of human beings within construction systems is becoming the dominant factor in project success. Many current attributes of lean already focus on people and on human engagement approaches but the field of lean construction addresses project environments that are often complex and highly variable. The authors argue that the successful delivery of these projects relies on the creation of a common understanding of the project objectives within the diverse value systems of project participants and wider society. Additionally, many of the new ways of working that lean thinking brings already support the creation of a common understanding and could be harnessed to better effect. Based on a literature review and supported by case study examples the authors explore the nature of knowledge and understanding and position them within an eight flow model for construction production. The findings indicate a need to reconsider the development of a common understand for each project due to the tacit nature of experiential knowledge held within the project team and the specificity and complexity of the project environment. As a result effort is required to generate and maintain a common understanding throughout the project duration. The continued attention and action required to maintain this common understanding elevates it to a flow of equal status to those identified in Koskela’s flow production model thus increasing the number of flows to eight. A significant lean construction case study is revisited and examined to identify interventions undertaken to achieve this generation and management of common understanding thus demonstrating that this development already exists, albeit intuitively, as an element of “lean thinking”

Investigating the socio-constructivist dimension of online interactions: the case of synchronous audio-graphic conferencing systems

This study explores the quality of interactive patterns in audio-graphic conferencing environments and learners' involvement in interaction. Supporters of this technology claim that online interactions support socio-constructivist language learning. However, the existing literature does not indicate whether the quality of interaction required for realising constructivist principles of learning can affectively be ensured in such environments. The study is based on the Open University's online audio-graphic tuition environment, Lyceum. It investigates the verbal and written interactions of adult Open University students learning French. The data is analysed by different models of analysis pertaining to different socio-constructivist and cognitive models of analysis. The results show that students use high forms of thinking to engage in a cyclical rather than a linear process of knowledge construction. However, there is no evidence that this process is supported by the audio-graphic system itself. The tutor's style and task design play a more important role in supporting the learning process