Cognition and the Web

Empirical research related to the Web has typically focused on its impact to social relationships and wider society; however, the cognitive impact of the Web is also an increasing focus of scientific interest and research attention. In this paper, I attempt to provide an overview of what I see as the important issues in the debate regarding the relationship between human cognition and the Web. I argue that the Web is potentially poised to transform our cognitive and epistemic profiles, but that in order to understand the nature of this influence we need to countenance a position that factors in the available scientific evidence, the changing nature of our interaction with the Web, and the possibility that many of our everyday cognitive achievements rely on complex webs of social and technological scaffolding. I review the literature relating to the cognitive effects of current Web technology, and I attempt to anticipate the cognitive impact of next-generation technologies, such as Web-based augmented reality systems and the transition to data-centric modes of information representation. I suggest that additional work is required to more fully understand the cognitive impact of both current and future Web technologies, and I identify some of the issues for future scientific work in this area. Given that recent scientific effort around the Web has coalesced into a new scientific discipline, namely that of Web Science, I suggest that many of the issues related to cognition and the Web could form part of the emerging Web Science research agenda

A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics

In the 21st century, also known as the digital era, higher education needs to face the changing technological contexts and to adopt pedagogies and tools for more engaging forms of learning. Despite much publicized enthusiasm about new media and its role in transforming learning in ways aligned with advances and contemporary socio‐cultural perspectives, limited changes have occurred. Nevertheless demand for eLearning worldwide is pushing the boundaries of education and professional activity systems. The central aim of this article is to gain a deeper understanding of how to create successful learning environments with technology-based tools. A model of scaffolded e‐learning, based on current thinking and constructivist learning theory, was adopted for teaching social informatics in a university context. The focus was on evidence-based pedagogies including: (1) authentic learning by applying Pedagogy 2.0 tasks and social media (2) the adoption of scaffolded pedagogy by the instructor to achieve learning outcomes. The methodology used was qualitative, based on teacher pedagogical tasks and activities designed for students in order to establish the success of the types of scaffolding offered and student perceptions of their effectiveness in promoting collaboration and learning. The research demonstrates that technological innovations which are accompanied by pedagogical scaffolding promote effective teaching of social informatics. The research concludes that while Web 2.0 tools can enable engaged, self-regulated learning, students may not always be familiar with the tools or cognitive strategies to support their learning processes. Digital tools such as Twitter and blogs were found to engage students’in real-world activities to learn key concepts, and that task scaffolding was an effective pedagogical approach

Towards a heuristic model for experiential AI:analysing the Zizi Show in the new real

Based on the rapid pace of evolving creative practice in AI arts, we identify and respond to an urgent need to develop frameworks for analysing the critical dimensions (including social/political) of this emerging field. This paper offers a comprehensive case study of The Zizi Show, by Jake Elwes, developed as part of The New Real and Experiential AI programme at the Edinburgh Futures Institute within the University of Edinburgh. Based on this case study analysis, we propose the structuring of distinct project characteristics into four categories (socio-cultural and institutional aspects; technology and media; experience and affect; and audience and impact) which form the basis for a heuristic model. The statements/descriptors collected in each category serve to capture creative and design strategies that can lead design processes from cultural and technological perspectives, enable projects’ cross-examination and evaluation and surface blindspots in the creative process

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

Liminal moments: designing, thinking and learning

This paper provides a contextual reflection for understanding best practice teaching to first year design students. The outcome (job) focused approach to higher education has lead to some unanticipated collateral damage for students, and in the case we discuss, has altered the students’ expectations of course delivery with specific implications and challenges for design educators. This tendency in educational delivery systems is further compounded by the distinct characteristics of Generation Y students within a classroom context. It is our belief that foundational design education must focus more on process than outcomes, and through this research with first year design students we analyse and raise questions relative to the curriculum for a Design and Creative Thinking course—in which students not only benefit from learning the theories and processes of design thinking, conceptualisation and creativity, but also are encouraged to see it as an essential tool for their education and development as designers. This study considers the challenges within a design environment; specifically, we address the need for process based learning in contrast to the outcome-focused approach taken by most students. The authors base their reflections on teaching design students at a university in Queensland, Australia

Engaging the networked learner : theoretical and practical issues

The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approaches to using learning technologies. Secondly, the thesis discusses how the author’s research on learning technologies, including VLEs and iPod technologies, should embrace networked communities and learner empowerment. Thirdly, the research on learning approaches is discussed which acknowledges different learning behaviours and the adoption of differentiated methods in learning and teaching. Whilst discussing the evolving nature of the learning environment, the pedagogical framework draws together each of the aforementioned perspectives. The framework raises a number of factors for engaging the networked learner. A set of practical guidelines based around institutional, tutor and learner perspectives are discussed and underpin the application of the framework. The thesis concludes with theoretical observations on learning and learning theory and presents limitations and areas for further research.EThOS - Electronic Theses Online ServiceGBUnited Kingdo