What influences student participation in asynchronous online discussions

Asynchronous online discussions are widely used in online and blended learning courses. Participation by adult learners can be encouraged by the contributions of teachers, and when online groups are given well-structured tasks that are assessed. The introduction of such discussions to a pre-existing short course in mentorship for qualified health care professionals offered an opportunity to compare participation by different groups studying concurrently. This was done by counting numbers of student contributions to twenty-four different online groups, regardless of length or content. This showed that the contribution of teachers was not an important factor in influencing student participation, though individual students who contributed prolifically tended to encourage their fellow group members to contribute more. These results may not be generalizable: the course was short, the discussions focused on a well-structured and assessed task, and the learners were mature

Meaning, autonomy, symbolic causality, and free will

As physical entities that translate symbols into physical actions, computers offer insights into the nature of meaning and agency. • Physical symbol systems, generically known as agents, link abstractions to material actions. The meaning of a symbol is defined as the physical actions an agent takes when the symbol is encountered. • An agent has autonomy when it has the power to select actions based on internal decision processes. Autonomy offers a partial escape from constraints imposed by direct physical influences such as gravity and the transfer of momentum. Swimming upstream is an example. • Symbols are names that can designate other entities. It appears difficult to explain the use of names and symbols in terms of more primitive functionality. The ability to use names and symbols, i.e., symbol grounding, may be a fundamental cognitive building block. • The standard understanding of causality—wiggling X results in Y wiggling—applies to both physical causes (e.g., one billiard ball hitting another) and symbolic causes (e.g., a traffic light changing color). Because symbols are abstract, they cannot produce direct physical effects. For a symbol to be a cause requires that the affected entity determine its own response. This is called autonomous causality. • This analysis of meaning and autonomy offers new perspectives on free will

Software-export strategies for developing countries: A Caribbean perspective

The globalization of the software industry is seen to be driven in part by skill shortages in industrialised economies, the movement of software development practices away from centralised to more distributed modes and the spread of information and communication technologies to less developed economies, where skilled labour is available at lower costs. As such, a software export industry is sometimes seen as a means by which some non-industrialised countries can create competitive advantage. While many studies have explored the software-exporting strategies used by the more successful of these countries, little research has been done in other locations that lack some of the basic resources deemed necessary for success in this area. This paper describes two Caribbean software-outsourcing ventures in order to explore possible software-export strategies available within such atypical contexts. The role of government and degree of integration of the software outsourcer into the local context are found to feature significantly

Enhancing online climate change education: distance and conventional university collaboration for a Master's curriculum

See also a longer version: ‘Expanding Citizen and Practitioner Engagement with the Climate Change Challenge Through Collaborative Masters Curriculum, Open Educational Resources, E-learning Communities and Virtual Mobility’, presented at a conference of European Association of Distance Teaching Universities (EDTU), Zermatt, Switzerland, September 2010 (www.eadtu.nl/.../Accepted%20Presentations%20for%20Newsletter.pd).This paper analyses the different ways in which both distance and conventional universities engage with learning and teaching. It argues that rather than seeing their roles as institutionally compartmentalised, there is much benefit in delivering online education through an institutional collaboration which develops synergies with a potential to contribute to citizen and professional practitioner empowerment, in this case, for debates about climate change. The example the paper draws on is that of a European Region Action Scheme for the Mobility of University Students (Erasmus) project ‘The Lived experience of climate change (LECH-e): interdisciplinary e-module development and virtual mobility’. The project brings together five distance and three conventional universities across six EU countries, plus the European Association of Distance Teaching Universities (EADTU), to create a Master’s curriculum in the area of climate change. It argues that universities across Europe have complementary strengths, both in terms of their disciplinary expertise and the ways in which they engage with students. Understanding the complex, real-world challenge of climate change requires a holistic approach which draws on these complementary strengths through collaborative work. Keywords: conventional universities; distance-learning universities; Master’s curriculum in climate change; collaboration

Connecting ICTs to development: The IDRC experience

Book ReviewAlthough the editors speciªcally deny that this book is a historical account, it only narrowly escapes that label. The book does attempt to consolidate some 15 years of International Development Research Centre (IDRC)–sponsored action research on ICT intervention projects undertaken in three main global regions, Latin America and the Caribbean, Africa and Asia. This “Herculean” (the editors’ words) effort does give the book the semblance of an epic, engrossing, all-encompassing exposition of the key concerns, actors, and events relevant to the IDRC’s ICT4D community. The book reports on the work of an IDRC-created thematic grouping identified as “Information and Communications Technologies for Development” (ICT4D), an acronym which has since gained widespread appeal in the academic research community (Heeks, 2006)