Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Community structure in real-world networks from a non-parametrical synchronization-based dynamical approach

This work analyzes the problem of community structure in real-world networks based on the synchronization of nonidentical coupled chaotic R\"{o}ssler oscillators each one characterized by a defined natural frequency, and coupled according to a predefined network topology. The interaction scheme contemplates an uniformly increasing coupling force to simulate a society in which the association between the agents grows in time. To enhance the stability of the correlated states that could emerge from the synchronization process, we propose a parameterless mechanism that adapts the characteristic frequencies of coupled oscillators according to a dynamic connectivity matrix deduced from correlated data. We show that the characteristic frequency vector that results from the adaptation mechanism reveals the underlying community structure present in the network.Comment: 21 pages, 7 figures; Chaos, Solitons & Fractals (2012

Society seen through the prism of space: outline of a theory of society and space

Two questions challenge the student of space and society above all others: will new technologies change the spatial basis of society ? And if so, will this have an impact on society itself ? For the urbanist, these two questions crystallise into one: what will the future of cities have to do with their past ? Too often these questions are dealt with as though they were only matters of technology. But they are much more than that. They are deep and difficult questions about the interdependence of technology, space and society that we do not yet have the theoretical apparatus to answer. We know that previous �revolutions� in technology such as agriculture, urbanism and industrialisation associated radical changes in space with no less radical changes in social institutions. But we do not know how far these linkages were contingent or necessary. We do not, in short, have a theory of society and space adequate to account for where we are now, and therefore we have no reasonable theoretical base for speculating about the future. In this paper, I suggest that a major reason for this theoretical deficit is that most previous attempts to build a theory of society and space have looked at society and tried to find space in its output. The result has been that the constructive role of space in creating and and sustaining society has not been brought to the fore, or if it has, only in a way which is too general to permit the detailed specification of mechanisms. In this paper I try to reverse the normal order of things this by looking first at space and trying the discern society through space: by looking at society through the prism of space. Through this I try to define key mechanisms linking space to society and then use these to suggest how the questions about the future of cities and societies might be better defined