54,576 research outputs found
Appropriation of mobile cultural resources for learning
Copyright © 2010 IGI Global. This article proposes appropriation as the key for the recognition of mobile devices - as well as the artefacts accessed through, and produced with them - as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the "mobile complex". Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues
A Storm in an IoT Cup: The Emergence of Cyber-Physical Social Machines
The concept of social machines is increasingly being used to characterise
various socio-cognitive spaces on the Web. Social machines are human
collectives using networked digital technology which initiate real-world
processes and activities including human communication, interactions and
knowledge creation. As such, they continuously emerge and fade on the Web. The
relationship between humans and machines is made more complex by the adoption
of Internet of Things (IoT) sensors and devices. The scale, automation,
continuous sensing, and actuation capabilities of these devices add an extra
dimension to the relationship between humans and machines making it difficult
to understand their evolution at either the systemic or the conceptual level.
This article describes these new socio-technical systems, which we term
Cyber-Physical Social Machines, through different exemplars, and considers the
associated challenges of security and privacy.Comment: 14 pages, 4 figure
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The genesis and development of mobile learning in Europe
In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchersâ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning
Pedagogic approaches to using technology for learning: literature review
This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4
Animal-Computer Interaction: the emergence of a discipline
In this editorial to the IJHCS Special Issue on Animal-Computer Interaction (ACI), we provide an overview of the state-of-the-art in this emerging field, outlining the main scientific interests of its developing community, in a broader cultural context of evolving human-animal relations. We summarise the core aims proposed for the development of ACI as a discipline, discussing the challenges these pose and how ACI researchers are trying to address them. We then introduce the contributions to the Special Issue, showing how they illustrate some of the key issues that characterise the current state-of-the-art in ACI, and finally reflect on how the journey ahead towards developing an ACI discipline could be undertaken
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Ethics and Design in the Brazilian Context
Often driven by practical and immediate requirements, more and more people are incorporating technology into a variety of aspects of their lives, often without reflecting on the consequences of using them. On the other hand, studies on interactive system development that lead to behavioral change have been gaining ground on the agenda of large HCI conferences. This movement brings to the forefront the fundamental issues of ethics in design and technology use. A designerâs intentions, when directing certain actions or behaviors, are not always explicit or desired by the stakeholders affected by the use of the technology. Systems that induce an undesired purchase, or even those that use conditioning strategies to cause a behavioral change are examples of such intentions. The challenge proposed is therefore about the relationship between design and personal freedom in a way that these technology users do not become victims, either passively or submissively, of the effects of its use. This advance allows for the redefinition of the relationship between man and technology, and the application of new forms of designing and developing interactive systems that take into account the ethical aspects of this relationship
On the periphery? Understanding low and discontinued internet use amongst young people in Britain
In the UK, the Internet has become an important feature of the lives of the majority of young people. However, there is a significant minority of young people who are not able to navigate or connect properly with the online world. They are, in other words, outside the digital mainstream. Evidence for this group has been found in nationally representative surveys, where around 10% of young people (aged 17â23) define themselves as lapsed Internet users. That is, they used to use the Internet but no longer do so (OxIS, 2011). This study aims to find out more about this group.
Specifically we aim to:
Examine why young people are outside the digital mainstream, and determine the extent to which this is due to reasons of exclusion or choice.
Explore the implications this has in their daily lives.
Consider how the experiences of these young people can inform the digital inclusion strategy in the UK.
This nine month qualitative study investigated these objectives in four overlapping steps: a literature review of academic research and policy documents; analysis of the Oxford Internet Survey (2011) and the Learner and their Context Survey (2009), which contain valuable information on lapsed Internet users; 36 inâdepth interviews with young people who consider themselves to be infrequent or lapsed Internet users; and a workshop with key experts in the field
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
Innovation in Mobile Learning: A European Perspective
In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date
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