Fostering Open Sensemaking Communities by Combining Knowledge Maps and Videoconferencing

In this paper, our aim is to investigate the role of Compendium maps for both learners and educators to share and debate interpretations in FlashMeetingTM (FM) videoconferences in the context of OpenLearn, an online environment for open learning. This work is based on a qualitative study of knowledge maps and web videoconferencing interactions, and quantitative data presented in diagnostic reports about both tools. Our theoretical approach is based on the sensemaking concept and an existing framework for three learning scenarios. Our findings describe four applications of knowledge maps in videoconferencing: (i) Mind Maps for a FM virtual lecture (transmission scenario); (ii) Learning Path Map which integrates a FM conference (studio scenario); (iii) Concept Maps during a peer-to-peer event (negotiation scenario) and (iv) Web Maps for a FM replay (assessment scenario)

Thinking, Interthinking, and Technological Tools

Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge

Helping design educators foster collaborative learning amongst design students

This paper discusses the development of online teaching resources that enable design educators to foster collaborative learning amongst students in the design disciplines. These online teaching resources will be made available through the Design Collaboration website. This website was recently set up by Northumbria University, a UK based institution, to provide an online resource for design educators wishing to develop collaborative pedagogies in design education. It currently contains case studies of collaborative student projects but lacks practical teaching resources. As a result, a research project was set up to compliment the current case studies by creating a suite of design-specific tools and resources that will help foster team management and development. Although various institutions have addressed the subject of group work and collaborative learning, there has been no online resource dedicated to the development of practical teaching tools to help design students work and learn together. This paper focuses on showcasing the range of teaching tools and resources developed through classroom-based trials. These resources have been developed specifically in consultation with Northumbria University's design educators and trialled with undergraduate and postgraduate students from different design disciplines. In addition, issues surrounding the translation of these tools into a practical, easy to use and accessible in an online format is discussed. The Icograda World Design Congress 2009 Education Conference is the ideal international platform to share these tools with the wider design education community. More importantly, we hope to grow the website by encouraging other design educators to submit case studies to the website, using it not only as a means of sharing good practice but also as a tool for reflection. The research value is two-fold (a) translating implicit knowledge of collaborative learning into a practical teaching resource and, (b) helping tutors improve their teaching practice, by linking the teaching resource to real experiences through case studies and interviews

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy

EU-China collaboration in design: research in Web-enabled collaborative design supported by the Asia-Link and Asia IT&C projects

The research of Web-enabled collaboration in total design supported by the European Union's Asia Link project [1] and Asia IT&C project is reported in this paper. The two projects both aim at enhancing research collaboration between the EU and China. The Virtual Research Institute (VRI) is described first, which is the platform for the collaboration for the Asia Link project and is established by utilizing the advanced Web techniques; and then, the framework for the collaboration and the Web techniques involved in the research are presented which represent the major research of the Asia IT&C project. The effective collaboration between the project partners and the impacts of the project outcome on the partnership are also discussed

School use of learning platforms and associated technologies

Study of benefits and effective use of learning platforms in schools based on 12 case studie

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org