Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

The learner centric ecology of resources: a framework for using technology to scaffold learning

This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Innovation and Employability in Knowledge Management Curriculum Design

During 2007/8, Southampton Solent University worked on a Leadership Foundation project focused on the utility of the multi-functional team approach as a vehicle to deliver innovation in strategic and operational terms in higher education (HE). The Task-Orientated Multi-Functional Team Approach (TOMFTA) project took two significant undertakings for Southampton Solent as key areas for investigation, one academic and one administrative in focus. The academic project was the development of an innovative and novel degree programme in knowledge management (KM). The new KM Honours degree programme is timely both in recognition of the increasing importance to organisations of knowledge as a commodity, and in its adoption of a distinctive structure and pedagogy. The methodology for the KM curriculum design brings together student-centred and market-driven approaches: positioning the programme for the interests of students and requirements of employers, rather than just the capabilities of staff; while looking at ways that courses can be delivered with more flexibility, e.g. accelerated and block-mode; with level-differentiated activities, common cross-year content and material that is multi-purpose for use in short courses. In order to permit context at multiple levels in common, a graduate skills strand is taught separately as part of the University’s business-facing education agenda. The KM portfolio offers a programme of practically-based courses integrating key themes in knowledge management, business, information distribution and development of the media. They develop problem-solving, communications, teamwork and other employability skills as well as the domain skills needed by emerging information management technologies. The new courses are built on activities which focus on different aspects of KM, drawing on existing content as a knowledge base. This paper presents the ongoing development of the KM programme through the key aspects in its conception and design