Towards Developing an Online Social Media-based Mobile Learning System

The advancement of Information and Communication Technology (ICT) and the Internet revolution gave rise to the several learning technologies on the web and mobile platform. During the last decade, the social media network became available for users to socialise and collaborate among peer group. Hence, The integration of e-learning and social media using mobile device as access point is to allow for learning and collaboration anytime, anywhere. This study seeks to provide learning on the social network platform for users to view the application on a mobile device and also foster collaboration among scholars. The system was developed using an open source Content Management System (CMS) Wordpress and Buddypress running on a WAMP or XAMPP server. MySQL was used as database. The usability of the System on the different mobile devices used was evaluated by identifying the usability attributes; designing a questionnaire based on those attributes and then analyzing the results with Statistical Package for Social Science (SPSS). The results showed that the learning system had a good usability score on mobile device

Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies

Physicality in Australian patent law

It is generally understood that the patent system exists to encourage the conception and disclosure of new and useful inventions embodied in machines and other physical devices, along with new methods that physically transform matter from one state to another. What is not well understood is whether, and to what extent, the patent system is to encourage and protect the conception and disclosure of inventions that are non-physical methods – namely those that do not result in a physical transformation of matter. This issue was considered in Grant v Commissioner of Patents. In that case the Full Court of the Federal Court of Australia held that an invention must involve a physical effect or transformation to be patentable subject matter. In doing so, it introduced a physicality requirement into Australian law. What this article seeks to establish is whether the court’s decision is consistent with the case law on point. It does so by examining the key common law cases that followed the High Court’s watershed decision in National Research Development Corporation v Commissioner of Patents, the undisputed authoritative statement of principle in regard to the patentable subject matter standard in Australia. This is done with a view to determining whether there is anything in those cases that supports the view that the Australian patentable subject matter test contains a physicality requirement

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Thinking Informatically

On being promoted to a personal chair in 1993 I chose the title of Professor of Informatics, specifically acknowledging Donna Haraway’s definition of the term as the “technologies of information [and communication] as well as the biological, social, linguistic and cultural changes that initiate, accompany and complicate their development” [1]. This neatly encapsulated the plethora of issues emanating from these new technologies, inviting contributions and analyses from a wide variety of disciplines and practices. (In my later work Thinking Informatically [2] I added the phrase “and communication”.) In the intervening time the word informatics itself has been appropriated by those more focused on computer science, although why an alternative term is needed for a well-understood area is not entirely clear. Indeed the term is used both as an alternative term and as an additional one—i.e. “computer science and informatics”

Exploring the Secret Garden: the growing importance of ICT in the home

The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges-and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it! How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward

Using a cognitive prosthesis to assist foodservice managerial decision-making

The artificial intelligence community has been notably unsuccessful in producing intelligent agents that think for themselves. However, there is an obvious need for increased information processing power in real life situations. An example of this can be witnessed in the training of a foodservice manager, who is expected to solve a wide variety of complex problems on a daily basis. This article explores the possibility of creating an intelligence aid, rather than an intelligence agent, to assist novice foodservice managers in making decisions that are congruent with a subject matter expert\u27s decision schema

Print Media vs. Digital Manifest Destiny

Every communications medium reflects and reinforces intellectual habits and content patterns unique to the medium. A digital/internet hegemony is a paradoxical foreclosure on breadth of mind since digital formats do not reflect or reinforce the intellectual habits and content patterns unique to other media, especially books. A credible educational process w ill take appropriate advantage of digital media without allowing its influence to repress breadth of mind

Proceedings of the Third Computing Women Congress (CWC 2008): Student papers

The Third Computing Women Congress was held at the University of Waikato, Hamilton, New Zealand from February 11th to 13th, 2008. The Computing Women Congress (CWC) is a Summer University for women in Computer Science. It is a meeting-place for female students, academics and professionals who study or work in Information Technology. CWC provides a forum to learn about and share the latest ideas of computing related topics in a supportive environment. CWC provides an open, explorative learning and teaching environment. Experimentation with new styles of learning is encouraged, with an emphasis on hands-on experience and engaging participatory techniques