Implementation patterns for supporting learning and group interactions

This thesis covers research on group learning by using a computer as the medium. The computer software provides the basic blending of the students contributions augmented by the effects generated for the specific learning domain by a system of agents to guide the process of the students learning. The research is based on the approach that the computer as a medium is not an end point of the interaction. The development of agents in based on Human-Computer-Human interaction or HCH. HCH is about removing the idea that the role of the computer is that of an intelligent agent and reducing its role to that of a mixer, with the ability to insert adaptive electronic (software) components that add extra effects and depth to the product of the human-human interactions. For the computer to achieve this support, it must be able to analyse the input from the individuals and the group as a whole. Experiments have been conducted on groups working face to face, and then on groups using software developed for the research. Patterns of interaction and learning have been extracted from the logs and files of these group sessions. Also a pattern language has been developed by which to describe these patterns, so that the agent support needed to analyse and respond appropriately to each pattern can be developed. The research has led to the derivation of a structure that encompasses all the types of support required, and provides the format for implementing each type of support. The main difficulty in this work is the limited ability of computers to analyse human thoughts through their actions. However progress is made in analysing the level of approach by students to a range of learning concepts. The research identified the separate patterns that contribute to learning agents development and form a language of learning processes, and the agents derived from these patterns could in future be linked into a multi-agent system to support learning

Decolonising sociology curriculum: Using an online immersive learning environment to deliver cross-cultural training

The paper describes an online cultural training workshop based around the complex Aboriginal Kinship systems used in Australia. The purpose of this paper is to discuss the learning environment where the thematic focus is on relationships and interaction, and how immersive learning and narrative teaching styles work together within a social constructivist approach to deliver this outcome. Prior to discussing how both a social constructivist immersive learning environment achieves such outcomes, the paper will describe the online workshop design in the context of decolonizing mainstream pedagogies

Knowledge Elicitation with Aboriginal Australian communities

This paper provides techniques for engagement and data collection in researching with Aboriginal Australian cultures, acknowledging significant differences in forms of communication and usage of Information Systems to the mainstream Australian culture. An approach to trust in relationships is developed by interpreting cultural aspects arising from the diverse relationships to technology developed by Aboriginal users. This work uses the existing Honeycomb model for social media development as a base framework for collaborative web systems and online knowledge sharing in the Indigenous domain. We present a series of product development research projects based in universities in NSW Australia, in particular user experience studies, to explain the relationship between the researchers and users and the products that are created in terms of the model. Some concepts and processes fundamental to engagement with Aboriginal Australian communities in the supply of appropriate information sharing technology are discussed in this context. For if Aboriginal people are to engage in IS development, we are sharing the knowledge or the culture that is embedded in the technology which can have detrimental effects. Either we are asking them to enter the culture that created the technology, that is assimilate, or we use engagement in design to change that technology to suit the culture

Linking Learning to Community for Indigenous Computing Courses

Since its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, many aspects of the courses are ideally suited for Indigenous students. In particular, this approach is useful when introducing students to a subject matter which is new both in being derived from another culture and not being accessible to Indigenous parents in the past. PBL provides a flexible approach to enable motivation and involvement of the students and their community. This paper considers the benefits of PBL for learning Information Technology and presents some course templates developed to support teaching Indigenous students at school

Linking learning to community for indigenous computing courses

Since its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, many aspects of the courses are ideally suited for Indigenous students. In particular, this approach is useful when introducing students to a subject matter which is new both in being derived from another culture and not being accessible to Indigenous parents in the past. PBL provides a flexible approach to enable motivation and involvement of the students and their community. This paper considers the benefits of PBL for learning Information Technology and presents some course templates developed to support teaching Indigenous students at school

Up Close and Pedagogical: Computing Academics Talk . . .

This paper describes and enacts a process for bootstrapping a more systematic discussion of computing education within a school of computing at a researchintensive Australasian university. Thus far, the project has gone through three stages. In the first stage, some academics were interviewed about their approach to teaching. In the second stage, selected anonymous quotes from the interviews were presented and discussed by other interested members of the school at workshops. In the final stage, selected anonymous quotes from the interviews and workshops were placed on a web-based survey, to which interested members of the school responded. These forms of data will be used to drive further stages of debate within the school. The theoretical underpinnings of this project are Wenger's concept of a community of practice, phenomenography, and socially constructivism. The aim is not to instruct the academics in any "right way" to teach. Instead, the aim is to facilitate debate, where the teachers identify the problems, and in finding the solutions they construct their own "pedagogic reality". As facilitators of this process, the authors of this paper highlighted dialectically opposed views in quotes from the teachers, and then allow the teachers to synthesise those views into a more sophisticated view. Our ultimate project aim is to grow a teaching community that balances reified theories of teaching and learning with participation in a community of practice

Building digital entrepreneurial platform through local community activity and digital skills in aboriginal Australia

This research is situated in the Ngemba community which includes the township known as Brewarrina. It is located approximately 900 kms north west of Sydney and classified ‘Very Remote Australia’. Brewarrina’s recorded Aboriginal population in 2016 was 71.09% contrasted with the total Indigenous Australian population being 2.8%. The Australian Government have identified Brewarrina in the ‘Digital Divide’ category. Closing the gap on socio-economic disadvantage and the digital divide is directly related to economic development and national priorities include Aboriginal peoples’ employment as an identified target under the banner of the 'Close the Gap' initiative. The Australian government stated the national broadband network (NBN) initiative and ICTs would assist in achieving such priorities. Despite such strategies and initiatives, direct action has yet to be realised. This raises opportunities for targeted networking interactions within and beyond community, offering innovative approaches to countering these priorities. This research will implement and verify an innovative model that facilitates community digital entrepreneurship. The model proposes several practical applications, including community members' ability to promote community entrepreneurship and community members’ skills development.</p