88,726 research outputs found
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OERopoly: A game to generate collective intelligence around OER
Collective Intelligence (CI ) is a phenomenon that emerges at the crossroads of three worlds: Open Educational Resources (OER), Web 2.0 technologies and Online Learning Communities. Building CI for the OER movement means capturing the richness of information, experiences, knowledge and resources, that the movement is constantly generating, in a way that they can be shared and reused for the benefit of the movement itself. The organisation of CI starts from collecting the knowledge and experiences of OER's practitioners and scholars in new creative forms, and then situating this knowledge in a collective 'pot' from where it can be leveraged with new 'intelligent' meanings and toward new 'intelligent' goals. This workshop is an attempt to do so by engaging participants in a CI experience, in which they will contribute to, and at the same time take something from, the existing CI around OER, Web 2.0 technologies and Online Learning Communities
Converging Horror: analyzing the importance of Convergence Culture on a digital audience through an examination of the conventions and politics of the horror genre
This thesis draws attention to the genre of horror in new media through a close examination of various digital texts, arguing that these new texts, while built on traditional horror narratives used in cinema, are also examples of Convergence Culture, a mobile, multiplatform, participatory medium that engages professionals and amateur content creators. The thesis begins with a review of scholarly work about horror as a genre, continues with a close analysis of several digital horror texts and their online communities, and ends with the argument that these new texts are good examples of how horror has accommodated Convergence culture, morphing into a post-national space characterized by mobility, transnationalism and participation. And most importantly, this new iteration of horror continues the classical horror film tradition of mirroring inter-personal and cultural anxieties
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
Beyond swarm intelligence: The Ultraswarm
This paper explores the idea that it may be possible to
combine two ideas – UAV flocking, and wireless cluster
computing – in a single system, the UltraSwarm. The
possible advantages of such a system are considered, and
solutions to some of the technical problems are identified.
Initial work on constructing such a system based around
miniature electric helicopters is described
A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda
This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance
education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals
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Collective intelligence for OER sustainability
To thrive, the Open Educational Resource (OER) movement, or a given initiative, must make sense of a complex, changing environment. Since “sustainability” is a desirable systemic capacity that our community should display, we consider a number of principles that sharpen the concept: resilience, sensemaking and complexity. We outline how these motivate the concept of collective intelligence (CI), we give examples of what OER-CI might look like, and we describe the emerging Cohere CI platform we are developing in response to these requirements
How Did I Get to Princess Margaret? (And How Did I Get Her to the World Wide Web?)
The paper explores the growing use of
tools from the arts and humanities for investigation
and dissemination of social science research.
Emerging spaces for knowledge transfer, such as
the World Wide Web, are explored as outlets for
"performative social science". Questions of ethnics
and questions of evaluation which emerge from
performative social science and the use of new
technologies are discussed. Contemporary thinking
in aesthetics is explored to answer questions
of evaluation. The use of the Internet for productions
is proposed as supporting the collective
elaboration of meaning supported by Relational
Aesthetics.
One solution to the ethical problem of performing
the narrations of others is the use of the writer's
own story as autoethnography. The author queries
autoethnography's tendency to tell "sad" stories and
proposes an amusing story, exemplified by "The
One about Princess Margaret" (see Appendix).
The conclusion is reached that the free and open
environment of the Internet sidelines the usual
tediousness of academic publishing and begins to
explore new answers to questions posed about
the evaluation and ethics of performative social
science
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