Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Keep them alive! Design and Evaluation of the “Community Fostering Reference Model”

Firms host online communities for commercial purposes, for example in order to integrate customers into ideation for new product development. The success of these firm-hosted online communities depends entirely on the cooperation of a high number of customers that constantly produce valuable knowledge for firms. However, in practice, the majority of successfully implemented communities suffers from stagnation and even a decrease of member activities over time. Literature provides numerous guidelines on how to build and launch these online communities. While these models describe the initial steps of acquiring and activating a community base from scratch very well and explicitly, they neglect continuous member activation and acquistion after a successful launch. Against this background, the authors propose the Community Fostering Reference Model (CoFoRM), which represents a set of general procedures and instruments to continuously foster member activity. In this paper, the authors present the theory-driven design as well as the evaluation of the CoFoRM in a practical use setting. The evaluation results reveal that the CoFoRM represents a valuable instrument in the daily working routine of community managers, since it efficiently helps activating community members especially in the late phases of a community’s LifeCycle

Deliverable 9.7 - GALA Dissemination Report 3

Westera, W., Berta, R., Moreno-Ger, P., Bellotti, F., Nadolski, R., Padrón-Nápoles, C. L., Boyle, L., Beligan, D., & Baalsrud Hauge, J. (2013). Deliverable 9.7 - GALA Dissemination Report 3. Heerlen, The Netherlands: Games and Learning Alliance, European Network of Excellence.This report summarizes the dissemination activities of the GALA Network of Excellence from October 2012 till October 2013.7th Framework Programme of the European Commissio

Social Media Roadmaps. Exploring the futures triggered by social media.

Social media refers to a combination of three elements: content, user communities and Web 2.0 technologies. This foresight report presents six roadmaps of the anticipated developments of social media in three themes: society, companies, and local environment. One of the roadmaps, the meta-roadmap, is the synthesis of them all. The society sub-roadmap explores societal participation through communities. There are three sub-roadmaps relating to companies: interacting with companies through communities, social media in work environment, and social media enhanced shopping. The local environment sub-roadmap looks at social media in local environment. The roadmapping process was carried out through two workshops at VTT. The results of the report are crystallized into five main development lines triggered by social media. First development line is transparency referring to its increasing role in society, both with positive and negative consequences. The second development line is the rise of ubiquitous participatory communication model. This refers to an increase of two-directional and community-based interactivity in every field, where it has some added value. The third development is reflexive empowerment. This refers to the role of social media as an enabler of grass-root community collaboration. The fourth development line is the duality personalization/fragmentation vs. mass effects/integration. Personalization /fragmentation emphasises the tailoring of the web services and content. This development is counterweighted by mass effects/integration, like the formation of super-nodes in the web. The fifth development line is the new relations of physical and virtual worlds. This development line highlights the idea that practices induced by social media, e.g. communication, participation, co-creation, feedback and rating, will get more common in daily environment, and that virtual and physical worlds will be more and more interlinked.</p

Five Principles for Digital Service Innovation in Social Care

Digitalization in the public sector is growing to also include areas such as social care. We investigate the digital service innovation process within home care services in a Danish municipality. Inspired by theory on social materiality, we argue for an approach to digital service innovation within social care as an ongoing and entangled development of human and technological resources. We take an abductive approach as we combine theory on social-materiality and digital service innovation with empirical insights. Based in this, we propose five principles of importance for successful digital service innovation in social care: 1) mutual adaption; 2) piloting; 3) empowered; 4) situated re-innovation, and 5) continuous innovation.Â

Governance and innovation in public sector services:The case of digital library

This paper examines the co-evolution of public governance and innovation, and proposes an adaptation of Hartley's model to take into consideration such co-evolution. This model is then applied to a longitudinal case study of the digitalization of Roskilde University Library. The theoretical and empirical analysis yields four main results. First, it is shown that the transition froma NewPublic Management approach towards a Networked Governance mode implies a greater distribution of knowledge and innovation across different organisational levelswithin public administrations. Interactions between such organisational levels crucially affect the development of new public services. Second, a more articulated view of users in public sector innovation is developed. It is argued that: (i) users play distinct roles at different stages in innovation processes, with relatively greater involvement inminor incremental changes; (ii) user-driven innovations have significantly increased with the diffusion of ICTs and Web based public services; and (iii) complex innovations are facilitated by face-to-face meetings between public servants and users. Third, it is suggested that changes in governance modes affect the balance between the different actors involved, thus influencing the nature and intensity of innovation. Fourth and finally, it is argued that the transition towards a networked governance approach requires information policies which persist over time, and are designed to increase collaboration between different (public and private) actors

Uncovering human needs through visual research methods: Two commercial case studies

This paper presents two respective case studies which demonstrate how visual research methods can elicit a deep understanding of the needs of potential end users and drive product and service development at a strategic business level.The engagement of users in the development of products, services and systems has been explored by a number of design disciplines in the last few decades including but not limited to product design, human-computer interaction, systems design and service design. Each has recognised the importance of understanding the humans who will potentially be using their design outcome. Notable research methods include ethnographic inspired research, in-context and lab-based observations, interviews and the user trial of prototypes. However, these approaches also have their critics and limitations ranging from the need for incremental adjustment rather than radical design, being time-consuming and costly processes, and the large volume of ‘messy data’ being collected contributing to the complexities of ‘wicked problems’.In response to some of these limitations, a number of research methods have emerged which are more arts-based in nature i.e. the act of creating allows the researcher to extract ‘deeper’ human needs (tacit and latent needs) in a drastically shorter timescale. To fully utilise such approaches it is essential that a study be designed which amalgamates diverse research methods. The two case studies presented in this paper employ a variety of traditional and generative design research methods in live commercial projects. The specific project outcomes are retained under Intellectual Property and, as such, this paper critically focuses on the value of the process and methods utilised, their relationship to the wider concept of arts-based research, and discusses issues related to their application in commercial work