Scaffolding reflective inquiry - enabling why-questioning while e-learning

This paper presents some theoretical and interdisciplinary perspectives that might inform the design and development of information and communications technology (ICT) tools to support reflective inquiry during e-learning. The role of why-questioning provides the focus of discussion and is guided by literature that spans critical thinking, inquiry-based and problem-based learning, storytelling, sense-making, and reflective practice, as well as knowledge management, information science, computational linguistics and automated question generation. It is argued that there exists broad scope for the development of ICT scaffolding targeted at supporting reflective inquiry duringe-learning. Evidence suggests that wiki-based learning tasks, digital storytelling, and e-portfolio tools demonstrate the value of accommodating reflective practice and explanatory content in supporting learning; however, it is also argued that the scope for ICT tools that directly support why-questioning as a key aspect of reflective inquiry is a frontier ready for development

Integrating institutional repositories into the Semantic Web

The Web has changed the face of scientific communication; and the Semantic Web promises new ways of adding value to research material by making it more accessible to automatic discovery, linking, and analysis. Institutional repositories contain a wealth of information which could benefit from the application of this technology. In this thesis I describe the problems inherent in the informality of traditional repository metadata, and propose a data model based on the Semantic Web which will support more efficient use of this data, with the aim of streamlining scientific communication and promoting efficient use of institutional research output

How to impart tacit knowledge: “Blending Chess and Chemistry”

Retrosynthesis has been likened to the game of chess. There are relatively simple rules to learn, but only through experience and practice can a learner acquire the tacit knowledge required for mastery of the subject. This makes it a challenging topic to teach effectively to a large and diverse cohort of learners. Lectures are a good way of transmitting knowledge, but do not provide the engagement and training that is essential in developing a deep understanding of retrosynthesis. Therefore, students tend to struggle to achieve success in this topic. This project aimed to alleviate this problem by producing online learning resources to be combined with traditional face-to-face teaching methods to develop a blended learning approach. These resources included animated videos, quizzes, worked examples and other interactive learning materials. Analysis of examination results and learner feedback showed that the supplementary resources not only improved student performance and understanding, but also provided a more satisfactory learning experience. External evaluation suggested that the learning package has significant potential and development should be continued. The package of learning resources can be viewed online at: people.bath.ac.uk/ch3jh

Opening Futures for Nigerian Education – Integrating Educational Technologies with Indigenous Knowledge and Practices

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and ‘local wisdom’ and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond

Sculptors and architects: can they facilitate the design process?

Methods or tools that designers use can originate from potentially anywhere. The aim in this research was to explore sculpture and architecture with the intention of uncovering new methods or ways of working that could facilitate the design process. A study was devised to compare the working processes of sculptors and architects with those of designers. Professionals from each of the three disciplines were asked to solve a design brief in their spare time, over a period of a few weeks. Data collected from diaries, interviews and design sheets, enabled their design processes to be identified and consequently, similarities and differences were revealed. The architects’ way of working was too similar to the designers to offer any new methods, however the sculptors’ processes were found to be the most different, especially with regard to how they approached and explored the design brief. They focused on intangible and more abstract aspects and did not allow existing products to inform their design. They were also more self-expressive and more concerned with the general experience of use than about solving precise problems with existing products or methods of mass manufacture. This approach resembled that of the architects, who participated in Alessandro Mendini’s Tea and Coffee Towers project in 2003. This demonstrates the potential use of a sculptural process when designing products in order to produce interesting solutions