Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning

Collaborative group work is common in writing classrooms, especially ones assigning digital projects. While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students\u27 opportunities for learning. Such concerns about equity are especially pressing where civically and professionally valuable twenty-first century digital literacies are concerned. This article uses theories of cultural capital and the participation gap to (1) analyze role uptake in case studies of diverse student groups and (2) suggest ways to expand writing studies\u27 current use of metacognition to address such inequities

CLOUD COMPUTING OPPORTUNITIES: ENHANCING INTERACTIVE VISUAL CONTENT USAGE IN HIGHER EDUCATION LEARNING

Visual content in learning material most commonly found in schools learning materials and less in higher education learning. Students in universities and colleges are dependent on wordy textbook and lecture notes to study. Use of visual contents depends on educator’s interests, needs and willingness to provide the material to students. Nowadays, learning started to emerge at a rapid pace in producing learners with excellent academic achievements. The role of cloud computing hence increases the capability of delivering education from educator’s perspectives. The purpose of this paper is to highlight important features of cloud computing in enhancing the use of interactive visual content in higher education learning and promotes interactive learning to students. Systematic Literature Review (SLR) method is used to obtain primary data from online databases Scopus and by using the coding procedure in Grounded Theory(Strauss & Corbin, 1990), research produces meta-model data of codes extractions from primary data. Findings shows there are four major abstractions of cloud features that lead to enhancing interactive visual content use in higher education

Maintaining authenticity: transferring patina from the real world to the digital to retain narrative value

This research is concerned with utilizing new technologies to harvest existing narrative, symbolic and emotive value for use in a digital environment enabling "emotional durability" (Chapman, 2005) in future design. The projects discussed in this paper have been conducted as part of PhD research by Rosemary Wallin into 'Technology for Sustainable Luxury' at University of the Arts London, and visual effects technology research undertaken by Florian Stephens at University of West London. Jonathan Chapman describes vast consumer waste being "symptomatic of failed relationships" between consumers and the goods they buy, and suggests approaches for designing love, dependency, and even cherishability into products to give them a longer lifespan. 'Failed relationships' might also be observed in the transference of physical objects to their virtual cousins. Consider the throwaway nature of digital photography when compared to the carefully preserved prints in a family album. Apple often use a skeuomorphic (Hobbs, 2012) approach to user interface design, to digitally replicate the patina and 'value' of real objects. However, true transference of physical form and texture presumably occurs when an object is scanned and a virtual 3D model is created. This paper presents three practice-based approaches to storing and transferring patina from an original object, utilizing high resolution scanning, photogrammetry, mobile applications and 3D print technologies. The objective is not merely accuracy, but evocation of the emotive data connecting the digital and physical realm. As the human face holds experience in the lines and wrinkles of the skin, so the surface of an object holds its narrative. From the signs of the craftsman to the bumps and scratches that accumulate over the life of an item over time and generations, marks gather like evidence to be read by a familiar or a trained eye. According to the time and the culture these marks are read within, they will either add to or detract from its value. These marks can be captured via complex 3D modelling and scanning technologies, which allow detailed forms to be recreated as dense 3D wireframe, but the result is often unsatisfying. 3D greyscale surfaces can never fully capture the richness of patina. Authentic surfaces require other qualities such as colour, texture and depth, but there is something else - more difficult to define. Donald A. Norman expands on the idea of emotion and objects by describing three 'levels’ of design "visceral, behavioural and reflective". Visceral is based on "look, feel and sound", behavioural is focused on an object’s use, and reflective is concerned with its message. New technology is commonly seen in terms of its ability to increase efficiency, but this research has longer-term objectives: to repair or even rebuild Chapman's 'broken relationships' and enable ‘emotionally durable' design. The PhD that has formed the context for this paper examines the concept of luxury value, and how and why the value of patina has been replaced by fashion. Luxury goods are aspirational items often emulated in the bulk of mass production. If we are to alter behaviour around consumption, one approach might be to use technology to harvest patina as a way to retain emotional, symbolic and poetic value with a view to maintaining a relationship with the things we buy

Design and Geographically Liberated Difference

The concept of geographically liberated difference has emerged from the overlap of cultural studies and economics as a critique of the effects of globalisation on cultures through the manufacturing and distribution of artefacts with unique differences across diverse territories. Although this concept is known in the domains of cultural studies and economics, very little has been written on its effect and understanding within design, especially industrial design. Industrial design has vast influence on the production and distribution of products across the globe from small scale to mass production of millions of units. The mechanisms by which design influences the evolution of cultures through the concept of geographically liberated difference are important for future development. Research by the authors indicates parallel streams of both digital and analogue methods supporting successful models of geographically liberated difference in design practice. Examples of these approaches are discussed to uncover the operable mechanisms and arguments concerning the future value and influence of this feature of globalisation

Improved performance in aluminium oxide tool inserts via post sintering using hybrid microwave energy

This research investigates the effect of hybrid microwave energy toward the enhancement of tool life in Al₂O₃ inserts. Post sintering was done using conventional and hybrid microwave sintering at 600°C for 15 mins and compared the findings with the original available commercial inserts. Mechanical testing such as density, hardness and compression strength were performed together with the micro structural analysis using Scanning Electron Microscope (SEM) was done. Tool life of these Al₂O₃ inserts were analysed through dry machining using three different cutting speeds ( 245, 305 and 381 m/min) at the feed rate of 0.2 mm/rev and depth of cut of 0.2 mm. Two different workpieces were used in this research; T6061 Aluminium Alloy and Hardened Steel. Results have shown that the density and hardness remain quite similar with or without the post sintering effect. However, the material became slightly more brittle upon post sintering where conventional sintering produced a compression strength of 0.07 MPa while the hybrid microwave sintering produced a compression strength of 0.21 MPa. Tool life of Al₂O₃ inserts in dry machining of T6061 Aluminium alloy and Hardened Steel has increased by 27.0-40.0 % and 30.6-39.1 % respectively for the hybrid microwave post sintering

Interim Report 1: Learning Communities Project

This is the first comprehensive report of the research conducted in relation to the Learning Communities Project, a collaboration between Athabasca University and Canadian Natural Resources Ltd.Executive summary This is the first formal report of the Learning Communities Project (LCP), based on results of the evaluation and research activities conducted to date. The major findings of the project, and observations about processes used, are as follows: 1. The project is focused on the learning needs of adults; therefore, andragogy, the art and science of teaching adults, forms part of the basic philosophy of the project. Similarly, distance education, focusing on any time/anyplace learning, is assumed to be the most appropriate type of delivery for courses included in the project. Other elements of the project deemed to be suitable, even required, for adults include prior learning assessment and recognition (PLAR), a focus on essential skills, and instruction designed to recognize the self-direction and autonomy needs of adults. 2. The above having been stated, the project also recognizes that many adult learners have not experienced self-direction in learning, or do not feel confident exercising full on adult autonomy as students. The LCP therefore seeks to provide support and assistance as individually required, to help students feel comfortable and be successful in any learning projects embarked on within the project. (As part of the concern for individual learning preferences, learning styles and preferences are also focus of research, and are considered in instructional design decisions.) 3. Distance education in this project is defined in the classic sense, as learning in which the learner and the tutor are normally separated, technology is used for interaction, there is institutional support throughout the learning process, and the prospect of two-way communication always exists. 4. Based on research to date, potential LCP participants are usually transitory (only a fraction live in the project’s regions), often from outside of Alberta, frequently subject to long commutes, and fully employed (many routinely work overtime). This is especially true of potential students in the CNQ Horizon site. The implications for learner interest and motivation, programming content, instructional design, course and module delivery, and student support, while it is evident there are implications, are being worked out as a core part of the project. 5. Technology is available in the region, due to the availability of Alberta SuperNet, and the technical resources of CNQ (at the Horizon site) and the post-secondary institutions that are already active in the region. As well, agencies such as eCampusAlberta, Alberta North, and the Canadian Virtual University already provide resources and learning opportunities to potential students. Despite these resources, and access to the Alberta SuperNet for broadband Internet connections, it is still true that rural areas are generally less well served technologically than urban areas (especially true of aboriginal communities); however, it is also true that rural residents are often more open to technology-based learning than those in urban areas. 6. Programming interests among CNQ employees or contractors who have inquired about or registered in courses through the project so far are primarily career-related, including business administration, accounting, project management, engineering, Blue Seal, and health and safety courses. In the communities, pre-employment courses, and technology and trades training (especially if including employment-related hands-on experience), have been identified as major areas of interest. 7. Based on survey and interviews, potential students encounter numerous barriers to participation in education and training programs, beginning with the fatigue they experience at the end of long work days, and extending to a potential lack of familiarity, access to, or comfort with technology, lack of familiarity with the distance education as a learning style, and lack of information about the connection between courses, credits, and career advancement. 8. Tracking registrations that result from project activity remains problematic. The project is studying various ways to identify registrations generated by LCP activities, essential to determining the project’s impact. 9. The research portion of the project has produced and circulated five occasional reports, and this interim report. The purpose of research to date has been formative – intended to be of immediate use to project planners and participants. Feedback from project participants indicates that these reports have had the desired impact on project development. 10. The research team have under development of paper for peer review, addressing the question of the programming that is currently available in the project’s regions, and the rationale for what is currently being offered (or not offered). Additional data are being gathered regarding the uptake and efficacy of programming, including registrations and completions, for a future publication. As well, the research team has plans to present at relevant conferences in the first half of 2008 in Nova Scotia, Ontario, and Alberta.Athabasca University; Canadian Natural Resources Ltd