A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Deliberative Public Engagement with Science: An Empirical Investigation

experimental manipulations of deliberative engagement; nanotechnology public policy issues; education-oriented communications; experimental social science; science, technology and society; innovation policy; cognitive-affective engagement; polarization of public attitude

Deliberative Public Engagement with Science: An Empirical Investigation

The purpose of this book is to share some results and the data from four studies in which we used experimental procedures to manipulate key features of deliberative public engagement to study the impacts in the context of deliberations about nanotechnology. In this chapter, we discuss the purpose of this book, which is to advance science of public engagement, and the overarching question motivating our research: What public engagement methods work for what purposes and why? We also briefly review existing prior work related to our overarching goal and question and introduce the contents of the rest of the book. Given the potential for negative—or at least controversial—effects of new technologies upon the societies in which various publics must live, what could be more democratic than promoting public involvement in decisions about those new technologies? Unless, of course, it turns out that public involvement, which can sometimes be costly, is ineffective, unnecessary, or actually makes things worse. Some have suggested this may be the case (e.g., Sunstein, 2000, 2002), but, for better or worse, public engagement with and about new technologies is happening all around us. Our interest in studying such public engagement—the topic of this book—is to learn how to design it for the better

Deliberative Public Engagement with Science: An Empirical Investigation

experimental manipulations of deliberative engagement; nanotechnology public policy issues; education-oriented communications; experimental social science; science, technology and society; innovation policy; cognitive-affective engagement; polarization of public attitude

Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning

Recent research on online learning suggests that virtual worlds are becoming an important environment to observe the experience of flow. From these simulated spaces, researchers may gather a deeper understanding of cognition in the context of game-based learning. Csikszentmihalyi (1997) describes flow as a feeling of increased psychological immersion and energized focus, with outcomes that evoke disregard for external pressures and the loss of time consciousness, issuing in a sense of pleasure. Past studies suggest that flow is encountered in an array of activities and places, including those in virtual worlds. The authors’ posit that flow in virtual worlds, such as Second Life (SL), can be positively associated with degrees of the cognitive phenomenon of immersion and telepresence. Flow may also contribute to a better attitude and behavior during virtual game-based learning. This study tested three hypotheses related to flow and telepresence, using SL. Findings suggest that both flow and telepresence are experienced in SL and that there is a significant correlation between them. These findings shed light on the complex interrelationships and interactions that lead to flow experience in virtual gameplay and learning, while engendering hope that learners, who experience flow, may acquire an improved attitude of learning online

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

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

Funds of knowledge 2.0: towards digital funds of identity

This article builds on the growing work on Funds of Identity by offering a conceptualisation of identity in relation to Vygotsky's concept of perezhivanie which is then situated within the discourse on digital identities. I also suggest how teachers and researchers could use avatars, digital representations of online users, as an identity text for drawing on and constructing students' Funds of Identity. In order to illustrate this approach, I briefly sketch an ongoing class-based research project called The Avatar Project. Overall, this article reaffirms and develops the argument that the Funds of Identity approach is an evolution of Funds of Knowledge. This thesis is encapsulated in the phrase, digital Funds of Identity: Funds of Knowledge 2.0