Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

Vicarious learning through capturing task‐directed discussions

The vicarious learner group has been developing a multimedia database system to promote and enhance the role of dialogue in learning. A specific interest, and the origin of the projects' collective name, is in the question of whether and how dialogue can be helpfully ‘reused’. What benefits can students gain from dialogue as observers, not just as participants? We describe our initial attempts to generate and capture educationally effective discourse exchanges amongst and between students and tutors. Problems encountered with available CMC discourse formats led to our development of a set of Task Directed Discussions (TDDs). A medium‐sized corpus of discourse exchanges was collected using the TDDs. A selection of nearly two hundred of these TDD exchanges formed the multimedia discourse database to the implemented prototype system, Dissemination. Initial results from a controlled experiment and evaluation of Dissemination are outline

An Integrated Framework for Effective Tacit Knowledge Transfer

Effective tacit knowledge transfer is very critical for organizations. However, despite concerted efforts, many organizationsare finding it increasingly difficult to manage tacit knowledge transfer. This paper examines the characteristics of tacitknowledge and develops an integrated framework grounded in knowledge creation theory, social cognitive theory and mediarichness theory for transferring tacit knowledge effectively. The appropriateness and relevance of various knowledge transfermechanisms and the communication media types for different degrees of tacitness is discussed. This framework can guideorganizations in developing well suited knowledge transfer mechanisms to attain optimal tacit knowledge transfer

Learning from the past and looking at the future. Closing the evaluation-revision-implementation cycle in an elearning module

This paper will outline the importance of implementing an instructional design model which incorporates a continuous cycle of evaluation, revision and implementation. The context is a case study of a distance learning module which was first presented in 1993 as an introductory module for students taking an Oscail BA programme. As the majority of Oscail students are adults returning to education after a long period of absence from formal education, providing learners with a supportive learning environment which would ease re-entering the educational world has always been one of Oscail’s key goals. Between 1993 and 2002, the Introductory Module was offered in the traditional distance education format and was subject to regular evaluation and revision (Lorenzi, MacKeogh and Fox, 2004; MacKeogh and Lorenzi, 2005). By early 2000, the wider accessibility of technology encouraged Oscail to combine the need to prepare students for university study with the development of e-learning skills. In 2002 the Introductory Module was reconstituted as the SPEL (Student Passport for E-learning) module and was presented for three years. A review of the module in 2006 indicated shortfalls in what is described in the literature as the bolt-on ‘skills approach’ which makes use of ‘a set of atomized skills – removed from subject specific domains’ (Lea & Street, 1998: 158). This prompted a rethink of the overall approach to preparing students for study, and resulted in a decision to adopt an embedded approach to e-skills development. It was hoped that a task-based approach to applying skills to subject specific activities would improve the quality of the learning experience and ultimately result in better retention rates. A review of the implementation of the embedded approach in the first year reveals that while students reported an increase in skills development over the module, and identified a number of positive features, the approach did not succeed in increasing retention. Detailed evaluation including surveys of tutors and students as well as online focus groups have identified a number of factors which militated against the achievement of some of the goals of the module. These included the scheduling of activities, workload, a shorter than usual academic year, insufficient tutor training and student induction, and administrative support. This paper will start with a brief overview of instructional design systems and the models used by Oscail in developing its elearning programmes. We will then outline the way in which through a cycle of implementation, evaluation and revision, the original introductory module evolved into a full year-long module comprising an embedded portfolio of study skills tasks. We will describe the outcomes of the embedded SPEL programme and will outline the evaluation process that has led to further revisions. We will discuss the specific issues that have emerged from the evaluations and will show what measures have been put in place to overcome the difficulties encountered. We will conclude with some observations on the changing roles of stakeholders in the context of new elearning approaches

Human-Centered Approaches in Geovisualization Design: Investigating Multiple Methods Through a Long-Term Case Study

Working with three domain specialists we investigate human-centered approaches to geovisualization following an ISO13407 taxonomy covering context of use, requirements and early stages of design. Our case study, undertaken over three years, draws attention to repeating trends: that generic approaches fail to elicit adequate requirements for geovis application design; that the use of real data is key to understanding needs and possibilities; that trust and knowledge must be built and developed with collaborators. These processes take time but modified human-centred approaches can be effective. A scenario developed through contextual inquiry but supplemented with domain data and graphics is useful to geovis designers. Wireframe, paper and digital prototypes enable successful communication between specialist and geovis domains when incorporating real and interesting data, prompting exploratory behaviour and eliciting previously unconsidered requirements. Paper prototypes are particularly successful at eliciting suggestions, especially for novel visualization. Enabling specialists to explore their data freely with a digital prototype is as effective as using a structured task protocol and is easier to administer. Autoethnography has potential for framing the design process. We conclude that a common understanding of context of use, domain data and visualization possibilities are essential to successful geovis design and develop as this progresses. HC approaches can make a significant contribution here. However, modified approaches, applied with flexibility, are most promising. We advise early, collaborative engagement with data – through simple, transient visual artefacts supported by data sketches and existing designs – before moving to successively more sophisticated data wireframes and data prototypes

Eliciting experts’ knowledge in emergency response organizations

Purpose: Experienced fire ground commanders are known to make decisions in time-pressured and dynamic environments. The purpose of this paper is to report some of the tacit knowledge and skills expert firefighters use in performing complex fire ground tasks. Design/Methodology/Approach: This study utilized a structured knowledge elicitation tool, known as the critical decision method (CDM), to elicit expert knowledge. Seventeen experienced fire-fighters were interviewed indepth using a semi-structured CDM interview protocol. The CDM protocol was analyzed using the emergent themes analysis (ETA) approach Findings: Findings from the CDM protocol reveal both the salient cues sought, which we termed critical cue inventory (CCI), and the goals pursued by the fire ground commanders at each decision point. The CCI is categorized into five classes based on the type of information each cue generates to the incident commanders Practical Implications: Since the critical decision method is a useful tool for identifying training needs, this study discussed the practical implications for transferring experts’ knowledge to novice firefighters Originality/Value: Although many authors recognize that experts perform exceptionally well in their domains of practice, the difficulty still lies in getting a structured method for unmasking experts’ tacit knowledge. This paper is therefore relevant as it presents useful findings following a naturalistic knowledge elicitation study that was conducted across different fire stations in the UK and Nigeria

What science can teach us about “Enhanced Interrogation”

No abstract available

Synthetic Biology: Caught Between Property Rights, the Public Domain, and the Commons

Synthetic biologists aim to make biology a true engineering discipline. In the same way that electrical engineers rely on standard capacitors and resistors, or computer programmers rely on modular blocks of code, synthetic biologists wish to create an array of modular biological parts that can be readily synthesized and mixed together in different combinations. Synthetic biology has already produced important results, including more accurate AIDS tests and the possibility of unlimited supplies of previously scarce drugs for malaria. Proponents hope to use synthetic organisms to produce not only medically relevant chemicals but also a large variety of industrial materials, including ecologically friendly biofuels such as hydrogen and ethanol. The relationship of synthetic biology to intellectual property law has, however, been largely unexplored. Two key issues deserve further attention. First, synthetic biology, which operates at the confluence of biotechnology and computation, presents a particularly revealing example of a difficulty that the law has frequently faced over the last 30 years -- the assimilation of a new technology into the conceptual limits around existing intellectual property rights, with possible damage to both in the process. There is reason to fear that tendencies in the way that the law has handled software on the one hand and biotechnology on the other could come together in a perfect storm that will impede the potential of the technology. Second, synthetic biology raises with remarkable clarity an issue that has seemed of only theoretical interest until now. It points out a tension between different methods of creating openness. On the one hand, we have intellectual property law\u27s insistence that certain types of material remain in the public domain, outside the world of property. On the other, we have the attempt by individuals to use intellectual property rights to create a commons, just as developers of free and open source software use the leverage of software copyrights to impose requirements of openness on future programmers, requirements greater than those attaching to a public domain work