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    ALT-C 2010 - Conference Introduction and Abstracts

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    An introduction to learning technology in tertiary education in the UK.

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    Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resource

    A précis of philosophy of computing and information technology

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    The authors recently finished a comprehensive chapter on “Philosophy of Computing and Information Technology” for the forthcoming (fall 2009) Philosophy of Technology and Engineering Sciences (Ed.: A. Meijers), Volume IX in the Elsevier series Handbook of the Philosophy of Science (Eds.: D. Gabbay, P. Thagard and J. Woods). The purpose of the chapter is to review and discuss the main developments, concepts, topics, and contributors in the intersection between philosophy and computing, as well as provide some suggestions on how to structure the many subcategories within what is loosely referred to as philosophy of computing. In this short synopsis, we will give an outline of the kinds of issues raised in this chapter

    Communicating across cultures in cyberspace

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    The professionalism of the higher education teacher: what's ICT got to do with it?

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    HE professionals generally work in an ICT rich environment. There are expectations that the existence of ICT benefits them, their students and the overall learning environment. This paper investigates and debates the complex interplay between two aspects of HE that have witnessed rapid change: the HE teacher’s professional role and the use of ICTs for teaching and learning. This paper reviews writing, research and theory in these areas and draws out key themes. A Masters course run at the Institute of Education, University of London is used as a practical context to evaluate aspects of this debate and assess their contemporary relevance. It establishes the importance of professional learning communities that include ICT ‘enthusiasts’ and an integrated pedagogic approach to ICTs. The paper suggests these factors can be key in enhancing the capacity of the HE teacher to engage positively, collaboratively and critically with the growth of learning technologies

    The changing nature of communication and regulation of risk in Europe

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    The regulation and communication of risk has changed significantly over the past 20 years or so, partially as a result of a number of regulatory scandals in Europe and elsewhere (Lofstedt 2004: Majone and Everson 2001; Sunstein 2005), which have led to public distrust of regulators and policy makers. This increase in public distrust has resulted in a phasing-out of consensual-style regulation, and the emergence of a newer model of regulation based on variables including public participation, transparency, and increasingly powerful non-governmental organisations (NGOs). This paper discusses some of the consequences of adopting this new model of regulation through a series of case studies
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