2,444 research outputs found
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
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
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
The Future Affordances of Digital Learning and Teaching within The School of Education
This report illustrates the discussion outcome on digital education within the University of Glasgow School of Education. It is not a strategy document but it does explore the conditions for nurturing digital culture and how these can be channelled into a strategy on digital learning and teaching. The report is based on a review of literature and on a number of local, national and international case study vignettes
Collaborative virtual gaming worlds in higher education
There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi‐user virtual environments (MUVEs) and massively multi‐player online role‐playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context
Technology Affordances and IT Identity
The study attempts to understand the impact of technology affordances on identifying the self with technology (IT identity). Furthermore, it seeks to understand the role of experiences in mediating the relationship between technology affordances and IT identity. To answer our research questions, we will conduct a cross-sectional survey
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DIY networking as a facilitator for interdisciplinary research on the hybrid city
DIY networking is a technology with special characteristics compared to the public Internet, which holds a unique potential for empowering citizens to shape their hybrid urban space toward conviviality and collective awareness. It can also play the role of a “boundary object” for facilitating interdisciplinary interactions and participatory processes between different actors: researchers, engineers, practitioners, artists, designers, local authorities, and activists. This position paper presents a social learning framework, the DIY networking paradigm, that we aim to put in the centre of the hybrid space design process. We first introduce our individual views on the role of design as discussed in the fields of engineering, urban planning, urban interaction design, design research, and community informatics. We then introduce a simple methodology for combining these diverse perspectives into a meaningful interdisciplinary collaboration, through a series of related events with different structure and framing. We conclude with a short summary of a selection of these events, which serves also as an introduction to the CONTACT workshop on facilitating information sharing between strangers, in the context of the Hybrid City III conference
INNOVATION CO-CREATION IN A VIRTUAL WORLD
The emergence of web-based technologies has radically influenced the ways in which individuals around the world communicate, represent themselves, share ideas, and otherwise interact with one another (Ward and Sonneborn, 2009; Rogers, 2003). In particular, these technologies allow people to communicate directly with one another and to share and shape their own experiences; as a result, customers and other organisational stakeholders are increasingly involved in the design of products and services (Ramaswamy and Gouillart, 2010, p. 102). During innovation co-creation specifically, customers take an active and creative role in the intentional and successful adoption and application of ideas, processes, products or procedures that are new to the adopting organization. This study carries out six case studies of innovation co-creation in the virtual world of Second Life. Virtual worlds allow users to engage in highly active and participatory forms of co-creation that are difficult if not impossible to replicate in other environments. The study explores collaborative processes used for innovation co-creation in virtual worlds. In particular, the study presents an analysis of behaviours used to facilitate innovation co-creation in virtual world projects and the factors that affect it. The study leverages this analysis to derive practical recommendations for virtual world users and virtual world designers that can be used to stimulate and support innovation co-creation in virtual worlds
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