Smartphones give you wings: pedagogical affordances of mobile Web 2.0

Built on the foundation of four years of research and implementation of mobile learning projects (mlearning), this paper provides an overview of the potential of the integration of mobile web 2.0 tools (based around smartphones) to facilitate social constructivist pedagogies and engage students in tertiary education. Pedagogical affordances of mobile web 2.0 tools are evaluated, and student usage and feedback is outlined via an interactive multimedia timeline (using YouTube videos) illustrating how these mobile web 2.0 pedagogical affordances have transformed pedagogy and facilitated student engagement in a variety of course contexts. A rubric for evaluating appropriate smartphone choices is provided, and a model for implementing mobile web 2.0 pedagogical integration is presented. Keywords: mlearning, mobile web 2.0

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

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

Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.

It is well understood and has been well documented that there is much to gain by using social software in creating collaborative learning communities. However little is known about using a context independent interactive collaborative environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are also discussed

Law of Nations in Cyberspace: Fashioning a Cause of Action for the Supression of Human Rights Reports on the Internet

For nearly two decades, two U.S. statutes have provided redress to victims of human rights abuses: the Alien Tort Statute and the Torture Victim Protection Act. A handful of plaintiffs have recovered under these laws against foreign perpetrators of a narrow range of human rights violations. The growth and proliferation of communications technology raises important questions about how these statutes will be used in the future. Human rights activists have discovered that they can instantly communicate over the Internet with supporters and news media anywhere in the world. Repressive regimes have responded by attempting to restrict such communications. Could cutting an activist\u27s access to the Internet give rise to a human rights claim in U.S. courts? No one has yet sued under the Alien Tort Statute or the Torture Victim Protection Act as a result of disrupted Internet access, but such litigation is foreseeable as the Internet is increasingly used for human rights reporting. I submit that these statutes can provide the means of bringing suits against individuals or foreign states which suppress reports on torture sent over the Internet. Part II of this note lays the foundation for this argument by briefly examining the Alien Tort Statute. This law creates a cause of action in U.S. district courts for violations of those human rights which are part of the law of nations. Part III demonstrates that the law of nations encompasses a right to freedom of information concerning information on acts of torture, and that any violation of this right should be actionable. Part III also explores choice of law and damages issues faced by human rights claimants. Part IV explains how suppressing Internet reports on torture can constitute complicity in torture, providing a second basis for a cause of action under the Alien Tort Statute, as amended by the Torture Victim Protection Act. Part V examines additional barriers confronting torture victim claimants: sovereign immunity, the act of state doctrine, and the political question doctrine. Part VI discusses the need for legislative reform to ensure that meritorious claims for violations of the freedom of information and the prohibition on torture can be brought in federal court

Law of Nations in Cyberspace: Fashioning a Cause of Action for the Supression of Human Rights Reports on the Internet

For nearly two decades, two U.S. statutes have provided redress to victims of human rights abuses: the Alien Tort Statute and the Torture Victim Protection Act. A handful of plaintiffs have recovered under these laws against foreign perpetrators of a narrow range of human rights violations. The growth and proliferation of communications technology raises important questions about how these statutes will be used in the future. Human rights activists have discovered that they can instantly communicate over the Internet with supporters and news media anywhere in the world. Repressive regimes have responded by attempting to restrict such communications. Could cutting an activist\u27s access to the Internet give rise to a human rights claim in U.S. courts? No one has yet sued under the Alien Tort Statute or the Torture Victim Protection Act as a result of disrupted Internet access, but such litigation is foreseeable as the Internet is increasingly used for human rights reporting. I submit that these statutes can provide the means of bringing suits against individuals or foreign states which suppress reports on torture sent over the Internet. Part II of this note lays the foundation for this argument by briefly examining the Alien Tort Statute. This law creates a cause of action in U.S. district courts for violations of those human rights which are part of the law of nations. Part III demonstrates that the law of nations encompasses a right to freedom of information concerning information on acts of torture, and that any violation of this right should be actionable. Part III also explores choice of law and damages issues faced by human rights claimants. Part IV explains how suppressing Internet reports on torture can constitute complicity in torture, providing a second basis for a cause of action under the Alien Tort Statute, as amended by the Torture Victim Protection Act. Part V examines additional barriers confronting torture victim claimants: sovereign immunity, the act of state doctrine, and the political question doctrine. Part VI discusses the need for legislative reform to ensure that meritorious claims for violations of the freedom of information and the prohibition on torture can be brought in federal court

Studies in Crystal Structure. Part A. Acid Salts of Salicylic Acid. Part B. Feist's Acid and Its Salts

The work described in this thesis is divided into two main parts. Part A describes researches into the crystal and molecular structure of certain acid salts of salicylic acid. Part B is a report of the attempts to elucidate, by X-ray analysis, the structure of Feist's acid (3-methyl-Delta2-cyclopropene-1:2-dicarboxylic acid). Part A - Ammonium Hydrogen Bis-salicylatc Monohydrate. The structure of this compound has been elucidated by the Isomorphous Replacement method in which use was made of the isomorphous rubidium and potassium acid salts. The unit cell dimensions of the ammonium salt were found to be a = 17.28A, b = 3.89A, c = 22.32A with beta = 9