Supporting orchestration of blended CSCL scenarios in distributed learning environments

El diseño y gestión en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglés, CSCL) es una tarea compleja y difícilmente realizable por profesores no expertos, que en los últimos años ha dado en denominarse "orquestación". La presente tesis doctoral profundiza en este concepto de orquestación, y de hecho la primera contribución de la tesis es un marco conceptual para caracterizar la orquestación, destinada a su uso por científicos en el campo del CSCL, validado mediante dos paneles de científicos del CSCL. La tesis también propone los "patrones atómicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestación, y que se han validado mediante cuatro talleres con profesores de educación primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnológica para el despliegue y gestión en tiempo real de escenarios CSCL, validada a través de talleres y experiencias auténticas con profesorado universitario.Departamento de Teoría de la Señal y Comunicaciones e Ingeniería Telemática2012-11-2

Collaborative coding in the cloud : providing a paradigm shift to the way software development is achieved in environments of the future

University of Technology, Sydney. Faculty of Engineering and Information Technology.This research aims to address a number of challenges surrounding traditional software development practices, including the need for team transparency, synergy between project components and developers who are weighed down by desktop based environments. A cloud computing model is discussed, including a hypothesis on the required platform to solve many of these challenges. A number of previous research agendas are raised; including extensions to the JEdit and Eclipse IDEs, purpose built collaborative platforms, and an IDE that operates on a mobile device. Two cases studies around Google Wave and Mozilla Bespin are raised, and how industry leaders are addressing these challenges. Through a qualitative survey, the needs of a developer and perceptions behind cloud computing are raised with a discrete range of industry professionals. A proposed model is provided, which aims at borrowing concepts traditionally found in social networking yet applies them toward a software development context, and highlights a number of recommendations for success. A research subset is then chosen to provide a technical implementation of a Google Wave agent, aimed at assisting distributed teams with cross communication and autonomous up-skill. Finally, the research outcome answers the question of whether an IDE can be deployed within cloud based architectures and be adopted by the software development community. Given the infancy of the platform, the research outcome finds that immediate deployment of the proposed platform cannot be realized, and that researchers are dependent on platform maturity before successful deployment and adoption can be achieved. The overall research provides a number of future research directions, including reassessment of the philosophy proposed throughout this research, implementation of the proposed framework, or improvements focused on the communication and collaboration agent developed. The research fulfills a number of research areas required in the arenas of communication and collaboration among the software engineering community

Identification of Remote Leadership Patterns in Academic and Public Libraries

Seminal works on leadership, including those in librarianship define a traditional model of interaction between leaders and followers without reference to the information technology-driven environment. In addition, remote leadership indicates a different model from the traditional model, one that is focused on the interaction of leaders and their staff through digital technology. Although leaders still use face-to-face interaction, due to varied work schedules or job responsibilities, they also recognize the need to lead employees remotely. Leadership studies in library literature have not addressed how library leaders use information technology to lead employees remotely, nor have these studies addressed remote leadership and remote employees, except for some articles on telecommuting. As a result, this research was conducted to address this gap, providing an exploratory foundation of emergent patterns of remote leadership with its associated leadership dimensions rooted in personality traits, behaviors, and skills. Quantitative and qualitative data were obtained from a small sample size of academic and public-library leaders in the United States who participated in a Web-based survey designed specifically for this study, limiting generalizations. Factor analysis was the principal methodology used to obtain findings. Its composite factor scores were also used in the t-test and chi-square analyses. This study identifies some emergent patterns of remote leadership in the library and information-science field, exploring whether library leaders use information technology to be effective remote leaders in a technology-driven environment, and whether existing leadership attributes could be identified as part of the remote-leadership model. Because this study's findings indicated that library leaders are not quite the traditional leader but are not fully integrated into remote leadership, it becomes apparent that they would function with a blend of both face-to-face and electronic interactions, due to the nature of library work. Additionally, this research revealed underlying issues and challenges faced by library leaders as they transition from a traditional-leadership model to a blended model of face-to-face and remote leadership. Future research could include increasing the sample size and response rate to conduct factor analysis properly, and conducting longitudinal studies

25 Years of Ed Tech

In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students

Complex adaptive systems theory applied to virtual scientific collaborations: The case of DataONE

This study is the exploration of the emergence of DataONE, a multidisciplinary, multinational, and multi-institutional virtual scientific collaboration to develop a cyberinfrastructure for earth sciences data, from the complex adaptive systems perspective. Data is generated through conducting 15 semi-structured interviews, observing three 3-day meetings, and 51 online surveys. The main contribution of this study is the development of a complexity framework and its application to a project such as DataONE. The findings reveal that DataONE behaves like a complex adaptive system: various individuals and institutions interacting, adapting, and coevolving to achieve their own and common goals; during the process new structures, relationships, and products emerge that harmonize with DataONE’s goals. DataONE is quite resilient to threats and adaptive to its environment, which are important strengths. The strength comes from its diversified structure and balanced management style that allows for frequent interaction among members. The study also offers insights to PI(s), managers, and funding institutions on how to treat complex systems. Additional results regarding multidisiplinarity, library and information sciences, and communication studies are presented as well

Implications for literacy learning as urban second grade students engage in digital storytelling.

The purpose of this year long strategic ethnography is to discover how introducing digital storytelling into an urban second grade classroom impacts the study of language arts and repositions students as literacy learners. Research questions include: (1) In a classroom where most of the students have never used computers before as learning tools, what happens as they learn to create books using digital means? (2) How do the students position themselves as authors, and how do they use imagery in representing their alphabetic (or regular print) texts? For this study, the students write stories in cooperative writing groups and choose their own topics. The students illustrate their stories and the illustrations are scanned for digitalization. The students learn how to word process their stories, and the students also learn how to incorporate both image and text onto a page using a computer application. The researcher is a participant/observer, spending one language arts period per week in this classroom. The methods of data collection include: fieldnotes, digital photographs, audio tapes, video tapes, student surveys, teacher interviews, news stories and demographic information collected from Winterdale school system, student generated texts and other student artifacts. The frameworks of this study include: The New London Group’s theory of multiliteracies, Kress and van Leeuwen’s theory of semiotics, and Spradley’s analysis techniques based on ethnographic participant observation. Analysis of these student generated texts using the frameworks mentioned, critical discourse analysis and domain analysis help to reveal emerging themes and how the students position themselves as writers. Video footage, fieldnotes, participant observation and dialogical data show that the students in this study were excited and energized by their involvement with the Digital Storytelling Project (DSP) and that the use of computer and digital media technology was very well received. As the students shared in the decision making involved in designing a story, they positioned themselves and one another as authorities, and as successful and creative writers and illustrators. Creating the images for their stories opened up yet another mode of communication and became a source of competence for the students. They used their imaginations and elaborated on their story lines as they added visual details that were not found in the written texts. The DSP also raised the classroom teacher’s awareness of computer technology and gave her the courage to be an active participant in the realm of technology alongside her students. Three of the student participants exhibited positive behavior changes as a result of participating in this project. This study implies that pairing social semiotics with computer technology can enable students, including at-risk students, to find modes of communication that they can employ, and this has the potential to increase active engagement with literacy learning