The TESSA OER Experience: Building sustainable models of production and user implementation

This paper offers a review of the origins, design strategy and implementation plans of the Teacher Education in Sub-Saharan Africa (TESSA) research and development programme. The programme is working to develop new models of teacher education, particularly school based training, including the creation of a programme webspace and an extensive bank of Open Educational Resources. This paper identifies key research findings and literature which informed the TESSA approach and activity design. Drawing on participant experiences in different development activities and data generated in development testing activities, I offer a personal account of the programme to date. The paper concludes by suggesting a pattern of resource making and design that could be adopted by other programmes serving parallel development needs

Report on the Information Retrieval Festival (IRFest2017)

The Information Retrieval Festival took place in April 2017 in Glasgow. The focus of the workshop was to bring together IR researchers from the various Scottish universities and beyond in order to facilitate more awareness, increased interaction and reflection on the status of the field and its future. The program included an industry session, research talks, demos and posters as well as two keynotes. The first keynote was delivered by Prof. Jaana Kekalenien, who provided a historical, critical reflection of realism in Interactive Information Retrieval Experimentation, while the second keynote was delivered by Prof. Maarten de Rijke, who argued for more Artificial Intelligence usage in IR solutions and deployments. The workshop was followed by a "Tour de Scotland" where delegates were taken from Glasgow to Aberdeen for the European Conference in Information Retrieval (ECIR 2017

Innovate Magazine / Annual Review 2008-2009

https://scholarworks.sjsu.edu/innovate/1003/thumbnail.jp

eTourism for Development (eT4D): The Missing Piece in the ICT4D Research Agenda

No abstrac

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

The Mobile Generation: Global Transformations at the Cellular Level

Every year we see a new dimension of the ongoing Digital Revolution, which is enabling an abundance of information to move faster, cheaper, in more intelligible forms, in more directions, and across borders of every kind. The exciting new dimension on which the Aspen Institute focused its 2006 Roundtable on Information Technology was mobility, which is making the Digital Revolution ubiquitous. As of this writing, there are over two billion wireless subscribers worldwide and that number is growing rapidly. People are constantly innovating in the use of mobile technologies to allow them to be more interconnected. Almost a half century ago, Ralph Lee Smith conjured up "The Wired Nation," foretelling a world of interactive communication to and from the home that seems commonplace in developed countries today. Now we have a "Wireless World" of communications potentially connecting two billion people to each other with interactive personal communications devices. Widespead adoption of wireless handsets, the increasing use of wireless internet, and the new, on-the-go content that characterizes the new generation of users are changing behaviors in social, political and economic spheres. The devices are easy to use, pervasive and personal. The affordable cell phone has the potential to break down the barriers of poverty and accessibility previously posed by other communications devices. An entire generation that is dependant on ubiquitous mobile technologies is changing the way it works, plays and thinks. Businesses, governments, educational institutions, religious and other organizations in turn are adapting to reach out to this mobile generation via wireless technologies -- from SMS-enabled vending machines in Finland to tech-savvy priests in India willing to conduct prayers transmitted via cell phones. Cellular devices are providing developing economies with opportunities unlike any others previously available. By opening the lines of communication, previously disenfranchised groups can have access to information relating to markets, economic opportunities, jobs, and weather to name just a few. When poor village farmers from Bangladesh can auction their crops on a craigslist-type service over the mobile phone, or government officials gain instantaneous information on contagious diseases via text message, the miracles of mobile connectivity move us from luxury to necessity. And we are only in the early stages of what the mobile electronic communications will mean for mankind. We are now "The Mobile Generation." Aspen Institute Roundtable on Information Technology. To explore the implications of these phenomena, the Aspen Institute Communications and Society Program convened 27 leaders from business, academia, government and the non-profit sector to engage in three days of dialogue on related topics. Some are experts in information and communications technologies, others are leaders in the broader society affected by these innovations. Together, they examined the profound changes ahead as a result of the convergence of wireless technologies and the Internet. In the following report of the Roundtable meeting held August 1-4, 2006, J. D. Lasica, author of Darknet and co-founder of Ourmedia.org, deftly sets up, contextualizes, and captures the dialogue on the impact of the new mobility on economic models for businesses and governments, social services, economic development, and personal identity

New Media and the Arab Spring of 2011

About media and the Arab sprin