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Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE).
Themes:
• Big-data inquiry: thinking with data
• Learners making science
• Navigating post-truth societies
• Immersive learning
• Learning with internal values
• Student-led analytics
• Intergroup empathy
• Humanistic knowledge-building communities
• Open Textbooks
• Spaced Learnin
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
The Data Big Bang and the Expanding Digital Universe: High-Dimensional, Complex and Massive Data Sets in an Inflationary Epoch
Recent and forthcoming advances in instrumentation, and giant new surveys,
are creating astronomical data sets that are not amenable to the methods of
analysis familiar to astronomers. Traditional methods are often inadequate not
merely because of the size in bytes of the data sets, but also because of the
complexity of modern data sets. Mathematical limitations of familiar algorithms
and techniques in dealing with such data sets create a critical need for new
paradigms for the representation, analysis and scientific visualization (as
opposed to illustrative visualization) of heterogeneous, multiresolution data
across application domains. Some of the problems presented by the new data sets
have been addressed by other disciplines such as applied mathematics,
statistics and machine learning and have been utilized by other sciences such
as space-based geosciences. Unfortunately, valuable results pertaining to these
problems are mostly to be found only in publications outside of astronomy. Here
we offer brief overviews of a number of concepts, techniques and developments,
some "old" and some new. These are generally unknown to most of the
astronomical community, but are vital to the analysis and visualization of
complex datasets and images. In order for astronomers to take advantage of the
richness and complexity of the new era of data, and to be able to identify,
adopt, and apply new solutions, the astronomical community needs a certain
degree of awareness and understanding of the new concepts. One of the goals of
this paper is to help bridge the gap between applied mathematics, artificial
intelligence and computer science on the one side and astronomy on the other.Comment: 24 pages, 8 Figures, 1 Table. Accepted for publication: "Advances in
Astronomy, special issue "Robotic Astronomy
Tangible user interfaces : past, present and future directions
In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research
Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments
With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning.
Keywords:
Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p
Toward a social psychophysics of face communication
As a highly social species, humans are equipped with a powerful tool for social communication—the face, which can elicit multiple social perceptions in others due to the rich and complex variations of its movements, morphology, and complexion. Consequently, identifying precisely what face information elicits different social perceptions is a complex empirical challenge that has largely remained beyond the reach of traditional research methods. More recently, the emerging field of social psychophysics has developed new methods designed to address this challenge. Here, we introduce and review the foundational methodological developments of social psychophysics, present recent work that has advanced our understanding of the face as a tool for social communication, and discuss the main challenges that lie ahead
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