Changing Tools Changing Attitudes: Effects of introducing a computer system to promote learning at work

The use of computer-supported collaborative learning (CSCL) tools to manage and support learning at work offers a lot of advantages, such as the increase in the availability and access to knowledge. However, computer systems also introduce new ways of doing things, which may impact on their acceptability and usage in an organisation. The study considers the issue of re-mediating human activity through the introduction of a CSCL system to support collaborative organisational learning (COL) activities as a way of promoting learning at work. A comparative study into the effects of remediating work practices in an organisation was conducted 'before' and 'after' the introduction of a CSCL system using three selected constitutive elements of COL namely: collaboration, knowledge sharing and interactivity. The study used activity theory as a framework for examining the support mechanisms for the selected elements of COL from a social and cultural perspective in terms of how they occur, and how they are supported in context. Findings highlighted the importance of accounting for social and cultural issues relating to the tool user, prior to the introduction of a CSCL system to support learning at work, as these could impact on the usage and acceptability of such a tool

On social function: new language for discussing technology for social action

Designers of technology for social action can often become embroiled in issues of platform and technical functionality at a very early stage in the development process, before the precise social value of an approach has been explored. The loyalty of designers to particular technologies and to ways of working can divide activist communities and, arguably, has weakened the social action world’s performance in exploiting technology with maximum usefulness and usability. In this paper, we present a lexicon for discussing technology and social action by reference to the intention and relationship to use, rather than to detailed functionality. In short, we offer a language to support discussions of social function, and thus to avoid premature commitment or argument about architecture or implementation details.</p

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Designing for e-Social Action An Application Taxonomy

In this paper, we present a taxonomy for understanding designs and designing of Information & Communication Technologies (ICT) in the field of ‘Social Action’. We use the term ‘Social Action’ to refer to activities of individuals and organisations in civil society, which are oriented towards social (rather than primarily economic) goals. We then apply the term e-Social Action to refer to the application of ICT in these activities. This definition incorporates a wide range of initiatives, varying from: trade-unions logging safety inspections on ships, Age Concern York organising volunteers to place on-line supermarket orders on behalf of housebound elderly people; the International Red Cross using logistics software to deliver emergency aid; and Martus.org providing technology to enable victims of human-rights abuse to report their experience whilst protecting their anonymity and thus avoiding reprisals. To study designing in this broad space, it is necessary to understand key dimensions of the settings where designing takes place. The aim of this paper is to examine how information and communication technologies in social action can be understood, classified and distinguished, to allow for more refined explorations of designing in this space. Keywords: e-SocialAction, Taxonomy, design and society</p

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Planning and implementation of effective collaboration in construction projects

The 21st century is now seen as the time for the construction industry to embrace new ways of working if it is to continue to be competitive and meet the needs of its ever demanding clients. Collaborative working is considered by many to be essential if design and construction teams are to consider the whole lifecycle of the construction product. Much of the recent work on collaborative working has focused on the delivery of technological solutions with a focus on web (extranets), CAD (visualisation), and knowledge management technologies. However, it is now recognised that good collaboration does not result from the implementation of information technology solutions alone. The organisational and people issues, which are not readily solved by pure technical systems, need to be resolved. However, approaches that exclusively focus on organisational and people issues will not reap the benefits derived from the use of technology, especially in the context of distributed teams which are the norm in construction. Work currently being undertaken at Loughborough University aims to bring together the benefits enabled by the technology, with the organisational, and its people issues to provide a framework enabling high level strategic decisions to be made to implement effective collaboration. This paper reports on the initial stages of the project: the background to the project, the methodology used, and findings from the literature survey and the requirements capture survey conducted as part of the project

Educational change and ICT: an exploration of priorities 2 and 3 of the DfES e-strategy in schools and colleges: the current landscape and implementation issues

Landscape review of integrated online support for learners and collaborative approaches to personalised learning activities

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Enhancing choice? The role of technology in the career support market

This report explores the role that technology has played in the development of the career support market. This market is conceived broadly to include all possible resources that individuals might draw upon to support them in their career development. A key element is the role that is played by public-sector career services and by careers professionals; though these resources are supplemented by services paid for in a wide range of ways and delivered by a range of professionals and non-professionals.UKCE