Analysing, visualising and supporting collaborative learning using interactive tabletops

The key contribution of this thesis is a novel approach to design, implement and evaluate the conceptual and technological infrastructure that captures student’s activity at interactive tabletops and analyses these data through Interaction Data Analytics techniques to provide support to teachers by enhancing their awareness of student’s collaboration. To achieve the above, this thesis presents a series of carefully designed user studies to understand how to capture, analyse and distil indicators of collaborative learning. We perform this in three steps: the exploration of the feasibility of the approach, the construction of a novel solution and the execution of the conceptual proposal, both under controlled conditions and in the wild. A total of eight datasets were analysed for the studies that are described in this thesis. This work pioneered in a number of areas including the application of data mining techniques to study collaboration at the tabletop, a plug-in solution to add user-identification to a regular tabletop using a depth sensor and the first multi-tabletop classroom used to run authentic collaborative activities associated with the curricula. In summary, while the mechanisms, interfaces and studies presented in this thesis were mostly explored in the context of interactive tabletops, the findings are likely to be relevant to other forms of groupware and learning scenarios that can be implemented in real classrooms. Through the mechanisms, the studies conducted and our conceptual framework this thesis provides an important research foundation for the ways in which interactive tabletops, along with data mining and visualisation techniques, can be used to provide support to improve teacher’s understanding about student’s collaboration and learning in small groups

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Understanding citizen science and environmental monitoring: final report on behalf of UK Environmental Observation Framework

Citizen science can broadly be defined as the involvement of volunteers in science. Over the past decade there has been a rapid increase in the number of citizen science initiatives. The breadth of environmental-based citizen science is immense. Citizen scientists have surveyed for and monitored a broad range of taxa, and also contributed data on weather and habitats reflecting an increase in engagement with a diverse range of observational science. Citizen science has taken many varied approaches from citizen-led (co-created) projects with local community groups to, more commonly, scientist-led mass participation initiatives that are open to all sectors of society. Citizen science provides an indispensable means of combining environmental research with environmental education and wildlife recording. Here we provide a synthesis of extant citizen science projects using a novel cross-cutting approach to objectively assess understanding of citizen science and environmental monitoring including: 1. Brief overview of knowledge on the motivations of volunteers. 2. Semi-systematic review of environmental citizen science projects in order to understand the variety of extant citizen science projects. 3. Collation of detailed case studies on a selection of projects to complement the semi-systematic review. 4. Structured interviews with users of citizen science and environmental monitoring data focussing on policy, in order to more fully understand how citizen science can fit into policy needs. 5. Review of technology in citizen science and an exploration of future opportunities

Show them how to do it: using Macromedia Captivate to deliver remote demonstrations

This paper aims to explore the effectiveness of using Macromedia Captivate to deliver remote information literacy instruction to large groups of students at Coventry University via the virtual learning environment, WebCT. We present the results of a case study based on the use of Captivate tutorials by undergraduate business studies students. Created by library staff for a specific business module, the usage and effectiveness of the tutorials is analysed. We discuss why the take up of the tutorials was not as great as expected and assess the overall usefulness of remote, online tutorials within the information literacy toolkit. The advantages and disadvantages of using Captivate and similar products are discussed. The paper has practical value for library and information professionals seeking to use online tutorials to deliver information literacy instruction. The paper highlights the possible pitfalls of using such a method within a virtual learning environment, such as WebCT

The role of mapping in enhancing collaboration and decision-making processes around urban natural assets: a case study of Lilongwe, Malawi

The role of collaborative urban planning approaches in addressing wicked problems and fostering climate resilience is receiving growing attention. Strong and robust governance systems, that value collaboration, are likely to contribute to managing the complex challenges African cities face. Collaboration in urban planning presents an opportunity for engaging numerous state and non-state actors to work towards more robust and durable solutions for cities. There are various factors and mechanisms that can be adopted and used in cities to encourage effective collaboration in urban planning. Maps are one such mechanism. Maps can firstly, be used to facilitate collaboration and open up conversation amongst people and secondly, can be used to analyse and understand the city. Through ICLEI Africa's Urban Natural Assets: Rivers for Life (UNA Rivers) project, urban planners and environmental officers from Malawi's Lilongwe City Council identified the need to better incorporate urban natural assets in Lilongwe City's city planning processes. This thesis aimed to determine how the process of collaborative mapping of urban natural assets might contribute to collaborative governance between state and non-state actors in the City of Lilongwe. In order to fulfil this aim, there were three objectives: a) to assess the steps and process employed in the collaborative urban natural asset hotspots mapping process; b) to investigate the role, experiences and perceptions of the actors involved; and c) to examine how and to what extent the collaboratively produced urban natural asset hotspots map has been able to inform urban planning and foster collaborative governance. To meet these three objectives this study drew on existing documents relating to the collaborative mapping process, in-depth, semi-structured interviews with targeted participants and a focus group discussion with the UNA Rivers project team members from ICLEI Africa. The results indicate that the steps in the collaborative mapping process were influenced by various factors. Firstly, the selection of participants was strategic and targeted to include key individuals who worked in departments pertaining to city planning and environmental decisions. Secondly, the data collection process undertaken to locate and map the urban natural asset hotspots in Lilongwe was influenced by the limited GIS capacity within the Lilongwe Council, which resulted in the appointment of a consultant from Conservation Research Africa by ICLEI Africa to undertake the data collection and GIS mapping process. Several conditions were found that enhanced participants' experience of the collaborative mapping process. These conditions, included flexibility in role and responsibilities of actors; the inclusion of diverse stakeholders and opinions; keeping the numbers of participants in a collaboration to a manageable size; the opportunity to build relationships and trust. The visual representation of the urban natural asset in the form of a map was well received. However, despite the numerous benefits of the collaboratively produced urban natural hotspots map, participants listed a number of reasons that it was not used extensively. These reasons include outdated city planning laws and regulations that do not refer to the map; politics surrounding the enforcement of these laws and regulations even if they were to be updated; the lack of capacity, especially in the GIS department, in order to update the maps; Lilongwe city does not have ownership of land meaning there are often intimidation tactics by developers; and limited funding to implement and mainstream the map in decision making processes. However, while the actual map might not be used to its full potential, the collaborative process changed the way certain decisions are being made in the Lilongwe City Council, especially in relation to city planning practices. This in itself is a noteworthy outcome and showcases the value of maps in aiding collaborative governance

Providing a law degree for the real world : perspective of an Australian law school

As a result of a two year curriculum review, QUT’s undergraduate law degree has a focus on first year student transition, integration of law graduate capabilities throughout the degree and work integrated learning. A ‘whole-degree’ approach was adopted to ensure that capabilities were appropriately embedded and scaffolded throughout the degree, that teaching and learning approaches met the needs of students as they transitioned from first year through to final year, and that students in final year were provided with a capstone experience to assist them with transition into the work place. The revised degree commenced implementation in 2009. This paper focuses on the ‘real world’ approach to the degree achieved through the first year program, embedding and scaffolding law graduate capabilities through authentic and valid assessment and work integrated learning to assist graduates with transition into the workplace

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