Mobile Digiquest: Developing rich media reflective practitioners

Mobile technologies, well-established as business tools, have now become more educationally-appropriate through integration of improved multimedia functionality. User-generated content and related activities have encouraged a transition from academic content creation to greater student collaboration across a range of platforms, which are increasingly mobile. With a greater awareness of 'citizen journalism' approaches, our students are becoming more familiar with using mobile technology in recounting their experiences. Our own staff surveys have indicated that these techniques are not commonplace internally, and while the greater majority of staff use their camera phones, few feel confident in transferring their rich media elsewhere. Within a wider framework of institutional knowledge-sharing, the OU's Digilab and educational professional development have included opportunities to explore m-learning further. Supported by device loans and emulation tools, the Digilab has provided a range of self-exploratory facilities which have been leveraged by increasing numbers of guided sessions and hands-on Digiquest activities. Other project work in the university has explored capturing local environments and language in residential schools, and a framework for remote fieldwork. Through offering sessions using commonly available technologies, including participants' camera phones, MMS and online mobile-blogging tools, our activities have demonstrated the ease with which rich media can enhance group work and reflection. Building on case studies from other institutions and related research in the field we have constructed two main themes: * Location-based approach, making use of existing physical trails around the campus, integrating with GPS/geocaching activity; * Scenario-based approach, working within a teaching and learning context, capturing practice through use of participant role-play. A number of considerations have arisen for further exploration. Technically, it is difficult to filter content and transcode/modify media sent by MMS so that all participants can access the same material. In creating the activities it was essential to take a more guided peer-learning approach, pairing, where possible, a more adept participant with novice users. The activity worked better when blended with a purpose e.g. creating practice-based course activities. Participants were able to reflect and extend their experiences after the face-to-face session through the mobile-blog. In this presentation we aim to outline the steps taken in providing these staff development opportunities and our future expectations of providing a return path for user-generated mobile rich media

Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education : a Vygotskian perspective

This paper is concerned specifically with the pedagogies applied in supporting learning through children‟s play, and it is framed outside mainstream discourses on the nature of play. The development of the paper also represents one stage in a continuing effort to develop a better understanding of sustained shared thinking in early childhood education. The paper also focuses on the educational potential of shared playful activities. However, given the overwhelming consensus regarding the importance of play in early childhood development, even a diehard educational pragmatist must begin by addressing subjects that are most commonly considered by psychologists. The paper begins with an account of „sustained shared thinking‟, a pedagogical concept that was first identified in a mixed method, but essentially educational effectiveness study. Then a consideration of the nature and processes of „learning‟ and „development‟ is offered. It is argued that popular accounts of a fundamental difference in the perspectives of Piaget and Vygotsky have distracted educational attention from the most important legacy that they have left to early childhood education; the notion of „emergent development‟. Pedagogic progression in the early years is then identified as an educational response to, and an engagement with, the most commonly observed, evidence based developmental trajectories of young children as they learn through play

Independent studies in higher education: Great expectations or hard times?

This chapter presents a case of quality enhancement (QE) focusing on the issue of the independent work students are expected to undertake during their studies in Higher Education. It draws on quantitative and qualitative data gathered as part of a large-scale research exercise involving 113 undergraduate and 128 sixth form students of English. It goes on to explore the changing nature and role of students‘ subjective expectations by presenting data gathered through individual student interviews in which students reflect upon the factors shaping their independent learning experiences. Following the trajectory of expectations illustrated in Figure 1, it sets out a range of pedagogic interventions in this process, assessing outcomes via individual student interviews

Positive behaviour in the early years : perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings

The full report of research into positive behaviour in the early years: perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings

Teacher and child talk in active learning and whole-class contexts : some implications for children from economically less advantaged home backgrounds

This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio-economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high-quality talk with the teacher, despite the teachers spending over one-third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre-schools,may affect how well the benefits of active learning transfer from preschool contexts into primary schools. Policy-makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds

Strengthening Kindergarten Transition for Children in Tough Neighborhoods

Explores ways to connect school readiness efforts with public school kindergarten programs, and describes lessons learned from a peer match program visit of the Making Connections initiative

StoryDroid: Automated Generation of Storyboard for Android Apps

Mobile apps are now ubiquitous. Before developing a new app, the development team usually endeavors painstaking efforts to review many existing apps with similar purposes. The review process is crucial in the sense that it reduces market risks and provides inspiration for app development. However, manual exploration of hundreds of existing apps by different roles (e.g., product manager, UI/UX designer, developer) in a development team can be ineffective. For example, it is difficult to completely explore all the functionalities of the app in a short period of time. Inspired by the conception of storyboard in movie production, we propose a system, StoryDroid, to automatically generate the storyboard for Android apps, and assist different roles to review apps efficiently. Specifically, StoryDroid extracts the activity transition graph and leverages static analysis techniques to render UI pages to visualize the storyboard with the rendered pages. The mapping relations between UI pages and the corresponding implementation code (e.g., layout code, activity code, and method hierarchy) are also provided to users. Our comprehensive experiments unveil that StoryDroid is effective and indeed useful to assist app development. The outputs of StoryDroid enable several potential applications, such as the recommendation of UI design and layout code

Social re-orientation and brain development: An expanded and updated view.

Social development has been the focus of a great deal of neuroscience based research over the past decade. In this review, we focus on providing a framework for understanding how changes in facets of social development may correspond with changes in brain function. We argue that (1) distinct phases of social behavior emerge based on whether the organizing social force is the mother, peer play, peer integration, or romantic intimacy; (2) each phase is marked by a high degree of affect-driven motivation that elicits a distinct response in subcortical structures; (3) activity generated by these structures interacts with circuits in prefrontal cortex that guide executive functions, and occipital and temporal lobe circuits, which generate specific sensory and perceptual social representations. We propose that the direction, magnitude and duration of interaction among these affective, executive, and perceptual systems may relate to distinct sensitive periods across development that contribute to establishing long-term patterns of brain function and behavior