Beyond lecture capture: Student-generated podcasts in teacher education.

Podcasting in higher education most often takes the form of lecture capture or "coursecasting" as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment

Memories for Life: A Review of the Science and Technology

This paper discusses scientific, social and technological aspects of memory. Recent developments in our understanding of memory processes and mechanisms, and their digital implementation, have placed the encoding, storage, management and retrieval of information at the forefront of several fields of research. At the same time, the divisions between the biological, physical and the digital worlds seem to be dissolving. Hence opportunities for interdisciplinary research into memory are being created, between the life sciences, social sciences and physical sciences. Such research may benefit from immediate application into information management technology as a testbed. The paper describes one initiative, Memories for Life, as a potential common problem space for the various interested disciplines

Understanding the Cognitive Impact of Emerging Web Technologies: A Research Focus Area for Embodied, Extended and Distributed Approaches to Cognition

Alongside existing research into the social, political and economic impacts of the Web, there is also a need to explore the effects of the Web on our cognitive profile. This is particularly so as the range of interactive opportunities we have with the Web expands under the influence of a range of emerging technologies. Embodied, extended and distributed approaches to cognition are relevant to understanding the potential cognitive impact of these new technologies because of the emphasis they place on extra-neural and extra-corporeal factors in the shaping of our cognitive capabilities at both an individual and collective level. The current paper outlines a number of areas where embodied, extended and distributed approaches to cognition are useful in understanding the impact of emerging Web technologies on future forms of both human and machine intelligence

Web 2.0: A Movement within the Learning Community

Web 2.0 technologies provide members of the learning community with new and innovative ways to create disseminate and share information both individually and collaboratively. This phenomenon has been termed e-Learning 2.0. However, e-Learning 2.0 is more than the application of these technologies in the learning community; it is a movement that is beginning to transform the nature of learning. In this paper we present and explain four Web 2.0 technologies - blogs, wikis, podcasts, and social networks - and look at how these technologies are currently being used by staff. We consider the use of Web 2.0 technologies by students to find and share information and to form support communities and then we explore a Web 2.0 pedagogical model that would connect students - tomorrow’s professionals - with today’s professionals in order to enhance student education through providing collaborative learning opportunities together with ready access to multiple sources of information and expertise

Integrating personal learning and working environments

This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

Oceanus.

v. 42, no. 1 (2000

Knowledge management framework based on brain models and human physiology

The life of humans and most living beings depend on sensation and perception for the best assessment of the surrounding world. Sensorial organs acquire a variety of stimuli that are interpreted and integrated in our brain for immediate use or stored in memory for later recall. Among the reasoning aspects, a person has to decide what to do with available information. Emotions are classifiers of collected information, assigning a personal meaning to objects, events and individuals, making part of our own identity. Emotions play a decisive role in cognitive processes as reasoning, decision and memory by assigning relevance to collected information. The access to pervasive computing devices, empowered by the ability to sense and perceive the world, provides new forms of acquiring and integrating information. But prior to data assessment on its usefulness, systems must capture and ensure that data is properly managed for diverse possible goals. Portable and wearable devices are now able to gather and store information, from the environment and from our body, using cloud based services and Internet connections. Systems limitations in handling sensorial data, compared with our sensorial capabilities constitute an identified problem. Another problem is the lack of interoperability between humans and devices, as they do not properly understand human’s emotional states and human needs. Addressing those problems is a motivation for the present research work. The mission hereby assumed is to include sensorial and physiological data into a Framework that will be able to manage collected data towards human cognitive functions, supported by a new data model. By learning from selected human functional and behavioural models and reasoning over collected data, the Framework aims at providing evaluation on a person’s emotional state, for empowering human centric applications, along with the capability of storing episodic information on a person’s life with physiologic indicators on emotional states to be used by new generation applications

Evaluation on the use of e-learning tools to support teaching and learning in aquaculture and aquatic sciences education

The study aimed to capture a snapshot of the status of educational means used in teaching and learning in the area of aquaculture, fisheries and aquatic resources management at European level, with specific consideration on the use of Information and Communication Technologies and e-learning tools. To achieve this goal, an online survey was compiled and made available to teachers and students across Europe. In total, teachers from 31 institutions and students from 40 institutions participated in this survey. This paper presents the findings, considers trends and poses further questions for sector stakeholders to help in the development of future programmes and support. In summary it can be concluded that few teachers have a comprehensive knowledge of the wide range of ICT tools available and can make use of e-learning tools with complete confidence. There is therefore a real and urgent need to "train the trainers" to use ICT in their teaching environments. From the students' end, there is a strong desire to learn more about the application of e-learning tools and to use them in their learning process.Output from the Aqua-tnet project (EC ERASMUS Thematic Network in Aquaculture, Fisheries and Aquatic Resources Management

A New Conceptual Model for Business Ecosystem Visualization and Analysis

This study has the objective of plotting the effects of network externalities and superstar software for the visualization and analysis of industry ecosystems. The output is made possible by gathering sales from a tracking website, associating each sale to a single consumer and by using a network visualization software. The result is a graph that shows strategic positioning of publishers and platforms, serving as a strategic tool for both academics and professionals. The approach is scalable to other industries and can be used to support analysis on mergers, acquisitions and alliances

Teledentistry in Arizona : initial development

abstract: This manual describes the experience of the grant project, reports the progress made by the first five teledentistry providers in Arizona, and shares the learned lessons in the installation of teledentistry hardware/software and use of teledentistry technology in supporting dental care