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

Worker Control in Worker Co-operatives?

This paper (presented at ICA Research Conference, Paris, May, 2015) is based on research conducted in the 1980s. It has been updated, and addresses the timeless questions: if worker co-operatives embody the principle “Labour hires Capital”, does this mean that in co-operatives workers are able to control their own jobs? Can new work relations be constructed from grassroots in a democratic fashion? It is based on five case studies, which present possibly the most challenges to a positive response to these questions. The paper develops a theory based analytical framework embracing three different levels of control, and identifying four factors limiting worker influence: expert power, imported rationalities and expectations, external financing, market relations. Given these “worst case” scenarios, the findings demonstrate achievements regarding work organisation, different forms of supervision, and terms and conditions of employment

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

Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM)

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 15 March 2018, available online at doi: https://doi.org/10.1080/02607476.2018.1433468. Under embargo until 1 August 2019.Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.Peer reviewe

Electrical performance characteristics of high power converters for space power applications

The first goal of this project was to investigate various converters that would be suitable for processing electric power derived from a nuclear reactor. The implementation is indicated of a 20 kHz system that includes a source converter, a ballast converter, and a fixed frequency converter for generating the 20 kHz output. This system can be converted to dc simply by removing the fixed frequency converter. This present study emphasized the design and testing of the source and ballast converters. A push-pull current-fed (PPCF) design was selected for the source converter, and a 2.7 kW version of this was implemented using three 900 watt modules in parallel. The characteristic equation for two converters in parallel was derived, but this analysis did not yield any experimental methods for measuring relative stability. The three source modules were first tested individually and then in parallel as a 2.7 kW system. All tests proved to be satisfactory; the system was stable; efficiency and regulation were acceptable; and the system was fault tolerant. The design of a ballast-load converter, which was operated as a shunt regulator, was investigated. The proposed power circuit is suitable for use with BJTs because proportional base drive is easily implemented. A control circuit which minimizes switching frequency ripple and automatically bypasses a faulty shunt section was developed. A nonlinear state-space-averaged model of the shunt regulator was developed and shown to produce an accurate incremental (small-signal) dynamic model, even though the usual state-space-averaging assumptions were not met. The nonlinear model was also shown to be useful for large-signal dynamic simulation using PSpice

SUPPLY CHAIN MANAGEMENT IN PERISHABLES: A PRODUCE APPLICATION

The objective of supply chain management (SCM) is to remove time and cost from supply chains, improving profitability and/or competitiveness. It is possible through conceptual advances, utilization of computer hardware and software, and other advances in electronic technology. Business literature is used to define the concept. Most applications and benefits have resulted from alliances between large retailers and large packaged goods vendors. Specific applications of SCM in the produce industry, with emphasis on factors such as perishability and production variability, are discussed. Firm-size implications are important. While small and mid-sized growers may find the cost to be high, the innovation of logistics provided by outside suppliers is an alternative. A third-party provider was interviewed; its approach and services are documented; and industry implications are discussed.Agribusiness,

Robust Optimal Risk Sharing and Risk Premia in Expanding Pools

We consider the problem of optimal risk sharing in a pool of cooperative agents. We analyze the asymptotic behavior of the certainty equivalents and risk premia associated with the Pareto optimal risk sharing contract as the pool expands. We first study this problem under expected utility preferences with an objectively or subjectively given probabilistic model. Next, we develop a robust approach by explicitly taking uncertainty about the probabilistic model (ambiguity) into account. The resulting robust certainty equivalents and risk premia compound risk and ambiguity aversion. We provide explicit results on their limits and rates of convergence, induced by Pareto optimal risk sharing in expanding pools