Mobilizing learning: mobile Web 2.0 scenarios in tertiary education

Based upon three years of mobile learning (mlearning) projects, a major implementation project has been developed for integrating the use of mobile web 2.0 tools across a variety of departments and courses in a tertiary education environment. A participatory action research methodology guides and informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on student collaboration, and the sharing and critique of student-generated content using freely available web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Students and lecturers are provided with either an appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the project. Keys to the projects success are the level of pedagogical and technical support, and the level of integration of the tools into the courses – including assessment and lecturer modelling of the use of the tools. The projects are supported by an intentional community of practice model, with the researcher taking on the role of the “technology steward”. The paper outlines three different scenarios illustrating how this course integration is being achieved, establishing a transferable model of mobile web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model th

Integrating Mobile Web 2.0 within tertiary education

Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly ‘nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive

A theoretical and formal model for knowledge management systems

Knowledge management is now a huge domain, where it is difficult to have a clear view of the manipulated concepts and their crossed-relations. The development of that domain requires now a theoretical framework including concepts from various theories as Knowledge Economy, Information Systems, Knowledge theories (in particular Nonaka's theory), Communities of practice (Wenger's theory), General System Theory, Semiotic, Information theory, Knowledge Worker concept …This paper is an attempt to provide sound basis for such a framework, with a mathematical formalism. The formalism is inspired by the one used in Information System Theory, based on General System Theory (OID Model). The proposed model is structured by the set of networks (or communities) of Knowledge Workers, A, the Information System, I, and the Knowledge Capital, K (AIK model). Different morphisms, functions and operators provide classical KM links (or knowledge flows) and KM combinations for those subsystems.KM formalism, Knowledge management, KM framework , Knowledge theories

The Shifting Legitimation of an Information System: Local, Global and Large Scale

ICT infrastructure and information systems have come to play a vital role in globalization. Walsham (2008) highlights three major aspects of this phenomenon: software outsourcing, virtual teams, and information system (IS) roll-out. In this paper we examine shifts over several years of globally distributed development and roll-out of an open source information system targeted at the public health care sector in developing countries, which touches on all three aspects. In following the development of an system as it co-evolved with the various institutional settings in which it was embedded, we highlight shifting sources of legitimation in institutional processes involved in health information systems implementation. The attention to changing sources of acceptance and legitimation frames our view on knowledge between local cultures and related stakeholders, in the interplay with global FOSS development

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Researching Digital Entrepreneurship: Current Issues and Suggestions for Future Directions

This report documents the outcomes of a professional development workshop (PDW) held at the 40th International Conference on Information Systems in Munich, Germany. The workshop focused on identifying how information systems (IS) researchers can contribute to enriching our knowledge about digital entrepreneurship—that is, the point at which digital technologies and entrepreneurship intersect. The PDW assembled numerous IS researchers working on different aspects of digital entrepreneurship. Jointly, we delineated digital entrepreneurship from related phenomena and conceptualized the different roles that digital technologies can have in entrepreneurial endeavors. We also identified relevant strategies, opportunities, and challenges in conducting digital entrepreneurship research. This report summarizes the shared views that emerged from the interactions at the PDW and our collaborative effort to write this report. The report provides IS researchers interested in digital entrepreneurship with food for thought and a foundation for future research

A hermeneutic inquiry into user-created personas in different Namibian locales

Persona is a tool broadly used in technology design to support communicational interactions between designers and users. Different Persona types and methods have evolved mostly in the Global North, and been partially deployed in the Global South every so often in its original User-Centred Design methodology. We postulate persona conceptualizations are expected to differ across cultures. We demonstrate this with an exploratory-case study on user-created persona co-designed with four Namibian ethnic groups: ovaHerero, Ovambo, ovaHimba and Khoisan. We follow a hermeneutic inquiry approach to discern cultural nuances from diverse human conducts. Findings reveal diverse self-representations whereby for each ethnic group results emerge in unalike fashions, viewpoints, recounts and storylines. This paper ultimately argues User-Created Persona as a potentially valid approach for pursuing cross-cultural depictions of personas that communicate cultural features and user experiences paramount to designing acceptable and gratifying technologies in dissimilar locales

Infrastructuring for cultural commons

In this doctoral dissertation, I inquire into the ways in which Participatory Design (PD) and digital design endeavors can contribute to wider public access to, and use of, digital cultural heritage. I advocate for an approach according to which digital cultural heritage is arranged and understood as cultural commons, and for more collaborative modes of social care for and governance of the commons. In addition to the empirically grounded findings and proposals contained in six individual research articles, I develop a theoretical framework that combines scholarship on Information Infrastructures, Commons and PD. Against this framework I interrogate how the information infrastructures and conditions that surround digital cultural heritage can be active in constructing and contributing to cultural commons. While doing this, I draw attention to the gap that exists between on the one hand official institutional digital cultural heritage collections, systems and practices, and on the other hand the digital platforms and practices through which everyday people create, curate and share digital cultural works. In order to understand how to critically and productively bridge this gap, I present insights gained from conducting three design research cases that engage both cultural heritage institutions and everyday media users. Building upon this empirical work, and latching on to scholarship on the notion of infrastructuring, I propose four infrastructuring strategies for cultural commons: probing and building upon the installed base, stimulating and simulating design and use through gateways, producing and pooling shared resources, and, lastly, fostering and shaping a commons culture that supports commoning. In exploring these strategies, I map the territory between commons and infrastructuring, and connect these notions to the PD tradition. I do so to sketch the design principles for a design orientation, commons design. I assert that these principles can be useful for advancing PD, and can inform future initiatives, aid in identifying infrastructural challenges, and in finding and confirming an orientation to participatory design activities. Drawing on my practical design work, I discuss requirements for professional designers operating on commons frameworks and with collective action. By doing this, my dissertation not only breaks new theoretical ground through advancing theoretical considerations relevant to contemporary design research, especially the field of PD, but also contributes practical implications useful for professional digital media design practice, especially for designers working in the fields of digital culture and cultural heritage

Human experience in the natural and built environment : implications for research policy and practice

22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3

Reading Elinor Ostrom through a gender perspective

This paper concentrates on the scientific work of Elinor Ostrom (1933-2012), who for more than forty years carried out theoretical and empirical research on common-pool resources. Ostrom theorizes that the commons often prevent resource exhaustion more effectively than the state, international institutions, or private owners. However, one of the foundations of commons, as an alternative program to the private/state dualism, ought to be the principle of equality that includes a gender perspective in theory and practice. The goal of this article is to provide thoughtful ways of incorporating gender in economic research from the viewpoint of feminist epistemology and to indicate the place of gender in Ostrom’s work. The methodology of this study could be used for reading economic publications through a gender perspective as well as for inspiring economists to use both gender as a category of analysis and gender-sensitive language in their theoretical and empirical studies