Semantic web technology to support learning about the semantic web

This paper describes ASPL, an Advanced Semantic Platform for Learning, designed using the Magpie framework with an aim to support students learning about the Semantic Web research area. We describe the evolution of ASPL and illustrate how we used the results from a formal evaluation of the initial system to re-design the user functionalities. The second version of ASPL semantically interprets the results provided by a non-semantic web mining tool and uses them to support various forms of semantics-assisted exploration, based on pedagogical strategies such as performing later reasoning steps and problem space filtering

Pasifika success as Pasifika

This research report presents the details and findings of a research project commissioned by Adult and Community Education (ACE) Aotearoa, entitled Pasifika Success as Pasifika in Aotearoa New Zealand (PSAPiA). Intended to be the first of a series providing Pasifika participants in Aotearoa New Zealand with the opportunity to collectively and coherently describe success as Pasifika according to their own insights and aspirations, the focus of this current project was on seeking and articulating a collective conceptualisation of ‘literacy’ and ‘success’ and the link between the two from the perspective of Pasifika peoples in Aotearoa New Zealand. The project’s three-part design incorporated a review of selected relevant literature, Pasifika consultation groups, and wider consultations with Pasifika via an online survey

The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity

The central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.publishedVersio

Customer satisfaction within education – the application of an integrated curriculum design method

The post-16 stage of education is critical in securing and developing people entering engineering professions and related occupations. Engineering employers and employees alike have however highlighted problems regarding poorly designed curricula failing to prepare employees for industrial and commercial roles. The premise of this thesis is that the issue confronting education is one of quality management. Curriculum designers must know how to anticipate and understand customer requirements and practically translate these requirements into a deliverable curriculum package. The aim of this research is to realise the synergy of curriculum design and TQM by developing a theoretical integrated curriculum design method. Synergies between TQM and traditional curriculum design methods are investigated and an integrated curriculum design method based on the use of PDCA and incorporating a two-phase modified use of QFD is hypothesised and justified. Subsequently, application of the curriculum design method is completed in relation to a number of selected engineering companies within the South Wales region and an appropriate curriculum proposal, for the provision of engineering education within the 16-18 year age group is produced. The proposal has been constructed with characteristics complementary to the competencies required by these companies and incorporates the most suitable teaching, learning and assessment methods to maximise the development of the students. This is valuable information for those concerned

University Industry Knowledge Exchange and Academics' Professional Development

This study aims to investigate Knowledge Exchange as part of HE academics’ role and if it can serve the goals of professional development for academics. The broader purpose is to evaluate the value of University Industry Knowledge Exchange (UIKE) and Professional Development (PD) functions, from academics’ perspective and to investigate how these functions can facilitate academics to cope up with emerging expectations from external and internal stakeholders. Incorporating literature from Human Resource Management and Teacher Training, the study takes a deeper look at academics’ professional practices and proposes a more holistic approach to PD beyond a discrete and resource intensive function. The methodology chosen for this qualitative study is guided by its research question. The data was collected by carrying out twenty one-on-one semi-structured interviews of academics, selected on a predetermined criterion. The interview guide was developed applying a rigorous three step validation process. The data analysis was carried out using Gioia’s Inductive logic approach to interpretive grounded theory, where the focus had been on the in-depth analysis of the interviews to develop data structures and establishing their interrelationships. The software programme NVIVO-12 was used for data management and analysis.A vast majority of the participants supported the idea of KE being central to their professional practice and also offering an ongoing PD opportunity. Moreover, they also agreed on the need for a more aligned and robust support system to encourage voluntary engagement in KE activities. Based on Person-Environment Fit theory, the study has concluded Six Dimensions of academic-HEI fit that can facilitate establishing an environment conducive for enhancing academics’ participation in KE. The model provides six dimensions of fit three of them are at an institutional level, namely governance-fit, strategic-fit and function-fit and other three are at an individual level, namely design-fit, HR-fit anddevelopment-fit. It proposes an integrated view of PD for academics, as part of academics’ job routine such as related to teaching and learning, research and other community engagement activities that in turn enhances students’ experiences.An immense amount of research is already available on the topic of PD for academics which is largely based on the analysis of various formal PD activities; this research, however, contributes to the existing body of knowledge by focusing on informal and academics’ driven PD function. It advocates for a proactive, dynamic and work-integrated approach to PD function. The study investigates PD for and through UIKE activities, which is a novice perspective and provides an opportunity to contribute to the two increasingly important fields of HE studies. The study attempts to offer a developmental view of UIKE and argues for establishing an organizational internal environment that is conducive for academics’ participation in KE. The study has accounted for various forms of KE activities under one umbrella, further research can be carried out to investigate the value of each form of KE activity for PD purposes. The study has presented the HE-side of KE, further studies can be carried out incorporating the industry side of KE and its impact on their employees’ professional development function, respectively