Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
Presentation to BILETA 2017, Universidade do Minho, co-authored with Dirk Rodenburg, Queen's University, Ontario, and Robert Clapperton, Ametros Learning.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
Presentation to BILETA 2017, Universidade do Minho, co-authored with Dirk Rodenburg, Queen's University, Ontario, and Robert Clapperton, Ametros Learning.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
2014.02.26 Network Data Analytics ..Organizing intra-organizational networks ...NUI Galway
Dr Rick Albers, Radboud University, the Netherlands, presented this seminar entitled Organizing Intra-Organizational Networks for Innovation: introducing the basic concepts as part of the Network Data Analytics workshop hosted by the Social Sciences Compuing Hub at the Whitaker Insitute, NUI Galway on 26th February 2014
Using these slides, I presented my paper titled "Institutional works in scholarly networks: A rapprochement between agency and structure" at the 2014 Academy of Management annual meeting. In the paper, I attempt to find an answer to the question: how noble ideas emerge in academia?
Theorizing data, information and knowledge constructs and their inter-relatio...Cranfield University
Good explanatory constructs for Data, Information and Knowledge are central to the Information Systems (IS) field in general, and in particular to theorising how best to generate insight from Data. The central role of Knowledge within such theory has been highlighted recently, as well as the importance of Learning and Research frames (for Data Analytics). Building on these ideas, this paper briefly reviews several related literatures, for relevant ideas to enrich IS theory building. A consensus is found as to the complex, socially constructed nature of Knowledge or Knowing, and the importance of human sensemaking for theorizing how new insight is generated. The paper argues for an intuitive conceptual and practical distinction between Data (which exists as an independent, reified resource), and Information and Knowledge (both of which are embodied or embrained). It briefly outlines how the ideas identified can contribute to theorizing, highlighting specific areas for further inter-disciplinary research.
INTEGRATION OF ICT WITH KNOWLEDGE MANAGEMENT TO FOSTER DIGITAL INNOVATION: TH...ijmpict
This paper explores how knowledge management (KM) through information and communication technologies (ICTs) can foster Internet-based digital innovation in the public sector in Bangladesh. A total of twelve semi-structured interviews were conducted with relevant persons in four government organizations. Findings reveal that there are huge unexplored areas where ICT can be utilized for the creation, storage and dissemination of knowledge. By reducing time, cost & movement ICT-utilized KM can
promote ICT-led innovation. The main barrier of ICT-led KM initiatives is the lack of awareness of the government officials. This study is an extension of the previous findings. It contributes significantly to a better understanding of ICT’s integration with KM and innovation. It suggests that one of the core functions of ICT in the public offices is to manage knowledge. The paper offers some insights into how in a digital environment, knowledge can be innovatively managed in the public sector organizations.
Game-based Learning as a Suitable Approach for Teaching Digital Ethical Think...Dagmar Monett
Slides of the talk at the 15th annual International Technology, Education and Development Conference, INTED 2021 (a virtual conference), March 8th-9th, 2021.
Presentation to Legal Education section, Society of Legal Scholars conference, 2016, St Catherine's College, Oxford, September 2016. Authors: Paul Maharg, Dirk Rodenburg
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
The purpose of this document is to provide a brief overview of open consultation approaches in the current, international setting and propose a role for Information Technologies (IT) as a disruptive force in this setting.
Authors: Vacharasintopchai, Thiti; Wuwongse, Vilas; Kanok-Nukulchai, Worsak; and
Chalermsook, Krissada
Issue Date: 13-Dec-2007
Type: Article
Series/Report no.: Proc. 8th Asia Pacific Industrial and Management System Conference (APIEMS2007);
Abstract: Practicing engineers often face two obstacles during the course of a design project. One is the limited access to relevant knowledge and another is the limited access to convenient computing tools. Several tasks are involved when a project is launched, in terms of computing workflow, research work, and discussion among colleagues. These tasks are repeated over and over again until a final design is arrived. If the tasks are not well facilitated, several bottlenecks will occur and an engineering firm may lose its competitiveness in the industry. Weblog, Digital Library, and Semantic Web Services possess the potential to improve the productivity of the engineers in dealing with the computational and knowledge management workflows. Weblog and Digital Library, modern information technologies deployable on the Internet or an intranet, can be combined into a modern form of knowledge management (KM) system which more naturally and collaboratively facilitates individuals in sharing tacit and explicit knowledge, as well as computing tools. Semantic Web Services, the joint application of the Internet-based Web Services and the Semantic Web technologies, can be applied to help unify and utilize the scattered computing resources, which include design tools, computers, databases, and knowledge bases, to enable numerical analysis to be performed in a fast, accurate, and automated manner. This paper presents a framework for the application of Weblog, Digital Library, and Semantic Web Services to improve the productivity of the engineers. A social-Web system prototype, developed to assist users in building up the personal portfolios of knowledge and computing tools which can be shared with their peers to form a larger organizational KM system, is presented to illustrate the framework.
URI: http://dspace.siu.ac.th/handle/1532/16
Interface Design - an overview on recent findings in HCI research and examples of interfaces created by WebFoo Interface Division.
This slideshow was presented by our Creative Director, Mihai Varga, at a guest lecture at Surrey University in March 2014.
2014.02.26 Network Data Analytics ..Organizing intra-organizational networks ...NUI Galway
Dr Rick Albers, Radboud University, the Netherlands, presented this seminar entitled Organizing Intra-Organizational Networks for Innovation: introducing the basic concepts as part of the Network Data Analytics workshop hosted by the Social Sciences Compuing Hub at the Whitaker Insitute, NUI Galway on 26th February 2014
Using these slides, I presented my paper titled "Institutional works in scholarly networks: A rapprochement between agency and structure" at the 2014 Academy of Management annual meeting. In the paper, I attempt to find an answer to the question: how noble ideas emerge in academia?
Theorizing data, information and knowledge constructs and their inter-relatio...Cranfield University
Good explanatory constructs for Data, Information and Knowledge are central to the Information Systems (IS) field in general, and in particular to theorising how best to generate insight from Data. The central role of Knowledge within such theory has been highlighted recently, as well as the importance of Learning and Research frames (for Data Analytics). Building on these ideas, this paper briefly reviews several related literatures, for relevant ideas to enrich IS theory building. A consensus is found as to the complex, socially constructed nature of Knowledge or Knowing, and the importance of human sensemaking for theorizing how new insight is generated. The paper argues for an intuitive conceptual and practical distinction between Data (which exists as an independent, reified resource), and Information and Knowledge (both of which are embodied or embrained). It briefly outlines how the ideas identified can contribute to theorizing, highlighting specific areas for further inter-disciplinary research.
INTEGRATION OF ICT WITH KNOWLEDGE MANAGEMENT TO FOSTER DIGITAL INNOVATION: TH...ijmpict
This paper explores how knowledge management (KM) through information and communication technologies (ICTs) can foster Internet-based digital innovation in the public sector in Bangladesh. A total of twelve semi-structured interviews were conducted with relevant persons in four government organizations. Findings reveal that there are huge unexplored areas where ICT can be utilized for the creation, storage and dissemination of knowledge. By reducing time, cost & movement ICT-utilized KM can
promote ICT-led innovation. The main barrier of ICT-led KM initiatives is the lack of awareness of the government officials. This study is an extension of the previous findings. It contributes significantly to a better understanding of ICT’s integration with KM and innovation. It suggests that one of the core functions of ICT in the public offices is to manage knowledge. The paper offers some insights into how in a digital environment, knowledge can be innovatively managed in the public sector organizations.
Game-based Learning as a Suitable Approach for Teaching Digital Ethical Think...Dagmar Monett
Slides of the talk at the 15th annual International Technology, Education and Development Conference, INTED 2021 (a virtual conference), March 8th-9th, 2021.
Presentation to Legal Education section, Society of Legal Scholars conference, 2016, St Catherine's College, Oxford, September 2016. Authors: Paul Maharg, Dirk Rodenburg
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
The purpose of this document is to provide a brief overview of open consultation approaches in the current, international setting and propose a role for Information Technologies (IT) as a disruptive force in this setting.
Authors: Vacharasintopchai, Thiti; Wuwongse, Vilas; Kanok-Nukulchai, Worsak; and
Chalermsook, Krissada
Issue Date: 13-Dec-2007
Type: Article
Series/Report no.: Proc. 8th Asia Pacific Industrial and Management System Conference (APIEMS2007);
Abstract: Practicing engineers often face two obstacles during the course of a design project. One is the limited access to relevant knowledge and another is the limited access to convenient computing tools. Several tasks are involved when a project is launched, in terms of computing workflow, research work, and discussion among colleagues. These tasks are repeated over and over again until a final design is arrived. If the tasks are not well facilitated, several bottlenecks will occur and an engineering firm may lose its competitiveness in the industry. Weblog, Digital Library, and Semantic Web Services possess the potential to improve the productivity of the engineers in dealing with the computational and knowledge management workflows. Weblog and Digital Library, modern information technologies deployable on the Internet or an intranet, can be combined into a modern form of knowledge management (KM) system which more naturally and collaboratively facilitates individuals in sharing tacit and explicit knowledge, as well as computing tools. Semantic Web Services, the joint application of the Internet-based Web Services and the Semantic Web technologies, can be applied to help unify and utilize the scattered computing resources, which include design tools, computers, databases, and knowledge bases, to enable numerical analysis to be performed in a fast, accurate, and automated manner. This paper presents a framework for the application of Weblog, Digital Library, and Semantic Web Services to improve the productivity of the engineers. A social-Web system prototype, developed to assist users in building up the personal portfolios of knowledge and computing tools which can be shared with their peers to form a larger organizational KM system, is presented to illustrate the framework.
URI: http://dspace.siu.ac.th/handle/1532/16
Interface Design - an overview on recent findings in HCI research and examples of interfaces created by WebFoo Interface Division.
This slideshow was presented by our Creative Director, Mihai Varga, at a guest lecture at Surrey University in March 2014.
Working Out Loud: A step towards building your digital capabilityAnne Bartlett-Bragg
An article that uncovers some of the underpinning perspectives for creating Working Out Loud activities and how these can be a step towards building digital capabilities.
This article originally appeared in Training & Development magazine February 2016 Vol 43 No 1, published by the Australian Institute of Training and Development.
On OERs: Five ideas to guide engagement with the Open Educational Resources ‘...Saide OER Africa
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ‘movement’, the ‘open education movement’.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d'octubre de 2008.
Social Software and the Establishment of Virtual Communities of Practice in t...eLearning Papers
Authors: Klaus Reich, Christian Petter, Kathrin Helling.
The concept of Communities of Practice can be seen as a central model that supports informal learning processes especially in workplace surroundings. Based on the assumption that Social Software tools and models are well suited to support collaboration within virtual networks, this paper aims to present and analyse the experiences made in the process of establishing Virtual Communities of Practice in small and medium-sized enterprises (SMEs) of the tourism sector in Europe (involving the application of Social Software tools).
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
Knowledge graph-based method for solutions detection and evaluation in an on...IJECEIAES
Online communities are a real medium for human experiences sharing. They contain rich knowledge of lived situations and experiences that can be used to support decision-making process and problem-solving. This work presents an approach for extracting, representing, and evaluating components of problem-solving knowledge shared in online communities. Few studies have tackled the issue of knowledge extraction and its usefulness evaluation in online communities. In this study, we propose a new approach to detect and evaluate best solutions to problems discussed by members of online communities. Our approach is based on knowledge graph technology and graphs theory enabling the representation of knowledge shared by the community and facilitating its reuse. Our process of problem-solving knowledge extraction in online communities (PSKEOC) consists of three phases: problems and solutions detection and classification, knowledge graph constitution and finally best solutions evaluation. The experimental results are compared to the World Health Organization (WHO) model chapter about Infant and young child feeding and show that our approach succeed to extract and reveal important problem-solving knowledge contained in online community’s conversations. Our proposed approach leads to the construction of an experiential knowledge graph as a representation of the constructed knowledge base in the community studied in this paper.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated, problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. There‟s no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated,problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. Thereis no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.3.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
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Digital Inclusion: Best practices from eLearning
1. Digital Inclusion: Best practices from eLearning
David Casacuberta, Trànsit Projectes
Summary
E-learning 4 E-inclusion (EL4EI) is a EU-funded project seeking to build a community for those
with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to
gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning
charter which will be a reference tool for professionals working towards social inclusion.
In this paper we describe the new methodology used to analyse, filter and present results and
describe some of the key results gathered so far.
Thanks to the innovative ways suggested for the recovering and processing of material, and a
cognitive approach instead of a pure technological one, our project is able to clearly point the
way towards important new solutions. So far, one of the most valuable achievements of this
project has been to clearly indicate the need of a new paradigm, one based on more informal
teaching environments, wherein the communication among peers is fundamental and damaging
stereotypes regarding new technologies are avoided. The practice of digital inclusion has to
combine both technical and cognitive approaches.
EL4EI demonstrates that teaching technical skills involving the use of a computer or Internet
turn out to be useless if unaccompanied by motivation and contextualisation. Of course it goes
without saying that these practices are all unviable without a necessary minimum of
infrastructure, i.e. access to a computer and the internet. The battle against the digital divide
must be waged on both fronts.
According to the current research the five most promising strategies in terms of establishing
best practice in the use of e-learning for social and digital inclusion are:
- combining teaching ICT with other non-digital knowledge equally important to social inclusion
- communication to the target groups
- establishing peer to peer teaching systems
- creating informal environments
- using teachers similar to the students themselves, especially in cases of e-learning focused
towards women.
Keywords: eInclusion, eLearning, cognitive approach, community of practice, teachers,
educaction, disabilities, European charter, EL4EI
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2. 1. Introduction
‘e-Learning for e-Inclusion’ (EL4EI) is a European Union project, funded by the programme ‘e-
Learning’. The project seeks to build a community for those with valuable expertise regarding
the use of e-learning for digital inclusion. Furthermore, it sets out to gather and catalogue
relevant cases of ‘best practice’, and ultimately, to compose an e-learning charter which will be
a reference tool for professionals working towards social inclusion.
In sections 2 and 3, this article presents three conceptual innovations in the pursuit of social
inclusion through e-learning: a reconsideration of the concept of digital inclusion from a social
focus and in terms of empowerment, information processing from a cognitive perspective of
problem resolution, and thirdly, an ontological approach to the indexing of information obtained.
Sections 5 and 7 feature a practical presentation of key results gathered thus far. In the interest
of brevity they have been curtailed to those involving issues of multiculturalism, social inclusion
and e-learning.
2. Objectives
Most projects concerned with digital inclusion tend to centre their focus on issues of hardware:
donation of computers, cabling homes, the use of wireless devices, etc. Though such issues
are obviously unavoidable, they are not all there is to the matter.
Moreover, the ultimate beneficiary being targeted is all too often ill-defined. Generally they are
of two types:
First, we have the handicapped people; in which case the targeted beneficiary is usually well
analysed and segmented into specific groups, given that considerations are different for the
blind, the colour blind, the visually impaired and so on.
Then, we have the general fallout of the so-called Digital Divide; in which case the single
identifying characteristic is one of computer illiteracy. Thus one finds little distinction being
made among such diverse targets as senior citizens, the unemployed, convicts, disadvantaged
youth, and so forth. The blanket approach taken for all these groups is to organise practical
courses wherein these diverse individuals are taught the how to of surfing the net, e-mailing
and whatnot.
Considering the undifferentiated reasoning underlying such tactics to be specious, we propose
an alternative approach based on the following imperatives:
1. Overcoming mental barriers as opposed to simply technological ones. We find at present
that major causal factors of marginalisation from the information society are those such as
the mistrust often felt towards new technologies and the lack of any content attractive or
useful to either the socially excluded or those at risk of being so.
2. An approach based on empowerment. We hold that what is important is not so much
knowing how to use, for instance, Netscape or Outlook, but rather the educational and
liberating potential of new technologies. We seek to make the internet an instrument for
integrating the socially excluded by using it to equip them with the skills that will make them
employable in the information society. Furthermore we seek to develop their capacity to
think critically, to form their own political views and to organise themselves as citizens and
cultural groups. The potential realisation of such substantial goals advocates thinking about
ICT in more social terms rather than through a reductive technical approach.
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3. 3. Methodology
Normally, the description of best practice is carried out through detailed reports. As if it were
some clerical task, dates, places and names tied to the experience are compiled, the context of
the experience, the characteristics of the responsible organisation are assiduously described,
and so forth. Such reports function well enough to document work done and as a tool in the
pursuit of further funding and support. However, towards fulfilling a more scientific role they
have the following drawbacks:
Given that the information is highly contextualised, it becomes difficult to discern that which
may be applied successfully elsewhere from that which is tied to the specificities of the
occasion.
Due to the high degree of detail, it can often be difficult to determine which information is the
most important or relevant. Though not undoable, it is unwieldy to have to sift through a twenty-
page document in order to access a very precise bit of information on, say, something such as
how best to present a virtual forum to a group of women senior citizens.
Rather, we favour a cognitive methodology, analysing best practices as proposals for solving a
given problem. In such an approach the goal is not to document the experience in detail –
instead, it is to establish what problems are to be solved, what possible solutions are available
and how effective each one might be.
This approach is specifically based on the pioneering work carried out by the architect
Alexander [1], and in particular, on his developments within the field of cognitive science and
artificial intelligence [2]. The idea is one of an approach through cognitive patterns, in which
experiences are considered as examples of patterns for how problems can be solved.
Thanks to this type of analysis, an experience becomes a pattern, a prescription for solving a
problem from a given perspective. To do so, one adapts a system for classifying experiences
[3]. The following is an outline of the main considerations used in analysing best experiences:
Purpose: The objective of the practice analysed.
Problem: The problem which the practice seeks to resolve.
Solution: In what way the practice offers a solution to the problem, within the context in
which it appears.
Target: The segment of the socially excluded population at which the proposal is aimed.
Actors: The different actors involved in the practice.
Effects: How things will change once the practice is adopted.
Implementation: Practical instructions on how to put the practice to use.
This systematic means of classifying data produces information which, unlike in the situation
described at the beginning of this section, brings forth the generally applicable elements of the
experience, while at the same time only necessitating the annotation and processing of
genuinely relevant information, leaving aside other data for more traditional reports.
Once the information is compiled using the cognitive models [described in 2], different patterns
are brought out, in a systematic and directed way, from the cases that, in terms of
empowerment (as described in the previous section), use e-learning for social inclusion.
4. Description of technology
Cognitive patterns are a powerful tool for ordering information relevantly and systematically.
This facilitates research enormously, as explained in the previous section. Furthermore, the
intuitiveness of the cognitive pattern means that it is also highly recommendable for the
organisation of information on a website.
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4. This encourages us to implement the findings of cognitive analysis in a programmable ontology
facilitating the indexing and the locating of information, such that anyone interested in the use of
e-learning for social inclusion could find the solutions proposed in the easiest possible way.
Technologically, we settled on the use of topic maps [4]. We did so because topic maps offer a
good general framework for building interconnected content networks. Hiring a large company
to custom build a system is a solution which, aside from being expensive, is difficult to transport
and maintain. Whereas a system based on topic maps is standardized, flexible and easy to
maintain, as well as independent from the computer application being used.
Most vitally, the advanced architecture of topic maps facilitates the conversion to computerised
format, of something, such as methodologies against social exclusion through e-learning, which
would seem to not lend itself easily to quantification.
Finally, we greatly appreciated the way topic maps facilitate the conversion of information into
visual form. In the field of digital inclusion it is particularly necessary to use structures that are
intuitive and easy to understand and process. Hence, the dynamic visual maps expressing the
breakdown of subjects are extremely useful.
Presently, we are at work processing the best practice cases as they come in, abstracting the
relevant cognitive patterns and including them in an ontology on social inclusion which is being
developed in XML using topic maps. For October, we expect to have the e-learning for social
inclusion library fully up and running. The vocation of the library is to become a reference tool in
the field of social education and, potentially, a point of reference in the future theoretical
development of e-learning.
5. Developments and achievements
At the present stage of development we have a partial ontology of problems and solutions
available to us. In addition, we have a series of ‘data mining’ tools for connecting data and
gathering solutions in the most useful way possible.
This is vital, because the members of the consortium often propose solutions described in an
overly anecdotal way. For example, one ‘best practice’ involved using karaoke in teaching
children to read. By means of the ontology and other tools it was possible to re-classify this
experience. On one hand it was classified as a motivating process, based on entertainment as
a key psychological factor, on the other, as a process whereby ICT was used to instil
knowledge that is basic for social inclusion and necessarily previous to any digital inclusion (i.e.
literacy)
One of the key results of this process has been to produce a rigorous classification of problems
and solutions. This will greatly facilitate future discussions among experts, which will articulate
recommendations and best practices to be presented in the European Charter for digital
inclusion.
The rate at which different problems and solutions have appeared in reports and documents
has been statistically calculated so as to establish the relative importance of each. We consider
a key finding of this study that – though most of the actions taken towards inclusion involve
entirely technical solutions and training – when the cases of best practice are studied
exclusively, more than half of the proposals involve motivation, the development of specific
contents and more cognitive solutions.
More specifically, the findings show that, among the more than 600 activities in favour of digital
inclusion analysed, about 40% of the solutions proposed were exclusively to do with the
improvement of technical infrastructure (affordable computers, the cabling of cities etc.), almost
75% combined such infrastructural improvement with the teaching of technical skills (such as
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5. the use of browsers and e-mail). However, when only the 100 best practices so far gathered are
considered, it is found that in the majority of these solutions (about 50%), the key to their
success was the motivation of subjects through methodologies and tailored content.
In the light of such findings it can be quite interesting to consider the failure of digital inclusion
projects such as the Spanish state’s Plan Info XXI. In this particular case, the plan was to
increase the number of internet users in Spain by a million; what in fact happened during the
period of the project’s operation was that the total number decreased.
One of the most valuable achievements of this project thus far has been to clearly indicate the
need for a new digital inclusion paradigm. Of course, none of this goes to deny the need for
technical infrastructure, since, obviously, without a computer or network there would be little
sense in teaching the use of new technologies. But rather, the point is that, such exclusively
technical considerations are a wasted effort if not backed up by a cognitive plan to motivate the
users.
6. Results
The following is a list of the five strategies that, at this stage in the research, seem the most
promising in terms of establishing best practice in the use of e-learning for social and digital
inclusion.
In first place is the strategy of combining teaching ICT with other non-digital knowledge equally
important to social inclusion. An example of this approach is the case of a gypsy community
wherein computers where used as a tool to prepare for a driving exam; the usefulness of this
tool was enough to convince several adults from the community to participate in e-learning
activities. Similarly, it has been found in other best practices that, in order to motivate adults to
use such tools as Microsoft Office or a web browser, it was vital to show to them how such
knowledge would help them find employment.
This is an effective strategy for Three reasons. Firstly, the students are much more motivated,
since they associate learning ICT with something of genuine concern to them (obtaining a
driver’s licence, a job etc.). Secondly, there is an efficiency factor to combining learning
purposes; that is, at the same time the learners acquire internet skills, they also acquire others
(such as learning how to drive). Thirdly, the fulfilment of the goal of social inclusion is greatly
enhanced, given that not only digital skills are imparted, but also other skills which, though not
digital, are nonetheless vital to social inclusion.
The second key strategy is communication. Our analysis of failures has demonstrated that if the
proposal is not properly communicated, it will not fulfil its objectives. There are innumerable
websites dedicated to helping women or immigrants that, however well they may be designed
and organised, don’t succeed in doing so because the ‘target’ does not know they exist.
Communication needs to be appropriate to both the target and its geographical situation – i.e. if
it is local, national or international in character. Furthermore, it must make use of non-digital
means to deliver the message, given that the target group is precisely the digitally excluded.
A third strategy is to establish peer to peer teaching systems. That is, in the degree to which it is
possible, it is desirable for the students to teach each other. This can be structured either
formally or informally. In the former case, the students are ‘promoted’ to the level of teachers;
the important implication here is that if enough students are inspired to adopt a teaching role,
sustainability is guaranteed. Meanwhile, in less formally structured situations, the help the
students offer significantly reinforces the cognitive relevance of what is being explained and
greatly boosts motivation.
The fourth strategy is to create informal environments, and has the advantage of being
applicable for various target groups. For instance, the traditional class environment for teaching
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6. computer skills can be very boring for children who are not used to such. Organising something
more informal and experimental – where the children use the computer as a toy – can be highly
effective. Likewise, such formal teaching environments might be intimidating for immigrants
whose cultural background is significantly different from the host country’s; they may feel more
comfortable in less formal circumstances. Moreover, much the same can be said with regards
to certain groups of women and senior citizens.
The fifth strategy is to use teachers similar to the students themselves, something that is
particularly well documented in cases of e-learning focused towards women. Since digital
technology tends to be thought of as ‘man’s world’, adolescent girls often don’t feel motivated
by it. Hence, it can be advantageous to use female monitors to explain the use of a given e-
learning environment, as well as female avatars to present content, Though the effect may be a
subconscious one, it can be important nonetheless, as it goes towards breaking the stereotype
that only men can handle ICT. A similar phenomenon has been observed in the case of
immigrants; an instructor from the same culture tends to be more motivating, however well the
immigrant speaks the local language.
7. Business applications
Though our study is focused on the socially excluded, thus having a basically ethical and social
objective, many of the practices being compiled can also be perfectly useful for other groups. In
fact, one of the criteria used in putting together the cases mentioned in the previous section
was that they also be usable outside of the social exclusion context. The following is a cursory
overview of how practices drawn from our study can also be effective in other types of projects.
Firstly, all the findings regarding accessibility for those with physical and sensorial handicaps,
can also be applied to a commercial e-learning venture. Obviously, both from an ethical and
commercial point of view, it is important that, for example, visually impaired people are able to
use the e-learning application made available to them (for the purpose of, say, learning a
foreign language).
Following similar reasoning, what has been said about excluded children can be entirely
pertinent to perfectly integrated children as well. That is, formal learning situations might be
counterproductive, whereas informal environments learning through play can be much more
motivating to them.
A large part of are studies are centred upon developing universal user interfaces, whereby
students from different cultures can intuitively use the same e-learning application. Such
findings are obviously useful to any e-learning project, commercial or otherwise, targeted at
international or multicultural users.
Combining two types of learning seems to us to be a potentially powerful strategy, as well as an
underused one in the e-learning sector. If a digital project can be successful in seeking to
motivate a group, with such little initial proclivity such as the gypsies, to use ICT to acquire skills
(driving skills in this case), the potential of such strategies must presumably be quite large. For
instance, one might think of learning at the same time the language, history and geography of a
country.
Finally, teaching by people from the same group as the students is a strategy which is both
underused and potentially capable of making the development of e-learning products more
efficient and less costly – thus more competitive. If a significant amount of learning is based on
the students mutually supporting each other through on-line networks, the implication for the
company involved is a course that transmits more relevant information more cheaply.
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7. 8. Conclusions
In summary, E-learning 4 E-inclusion, as it is in its present state, demonstrates how the practice
of digital inclusion has to combine both technical and cognitive approaches. Teaching technical
skills involving the use of a computer or internet turn out to be useless if unaccompanied by
motivation and contextualisation. The conjunction of these elements is what makes such know
how genuinely useful to the target group and effective in the fight against social exclusion.
Thanks to an innovative means of recovering and processing material, our project is able to
more clearly and rigorously point the way towards important new solutions that had been all too
often overlooked, due to the predominance of an exclusively technical focus on the issue. In
essence, the strategies put forth are moving towards a new paradigm, one based upon more
informal teaching environments, wherein the communication among peers is fundamental and
damaging stereotypes regarding new technologies are avoided. Of course it goes without
saying that these practices are all unviable without a necessary minimum of infrastructure, i.e.
access to a computer and the internet. However, it is just as clear that investment based on
providing technical means is ineffective when unaccompanied by a new methodology, one
based on contextualisation and motivation. Rather, the battle against the digital divide must be
waged on both fronts.
References
[1] Alexander, C., Ishikawa, S., Silverstein, M., The Timeless Way of Building, New York:
Oxford University Press, 1979.
[2] Gardner, K., Cognitive Patterns: Problem-Solving Frameworks for Object Technology, New
York: Cambridge University Press, 1998.
[3] Shalloway, A.,. Trott, J. Design Patterns Explained: a new Perspective in Object-Oriented
Design,. Cambridge (Mass): O’Reilly, 2001.
[4] Park, J., Hunting, S., XML Topic Maps: Creating and Using Topic Maps for the
Web,Cambridge (Mass): O’Reilly, 2002.
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8. Authors
David Casacuberta
Transit Projectes
dcasacuberta@transit.es
Citation instruction
Casacuberta, David (2007). Digital Inclusion: Best practices from eLearning. eLearning Papers,
no. 6. ISSN 1887-1542.
Copyrights
The texts published in this journal, unless otherwise indicated, are subject to a
Creative Commons Attribution-Noncommercial-NoDerivativeWorks 2.5 licence.
They may be copied, distributed and broadcast provided that the author and the e-journal that
publishes them, eLearning Papers, are cited. Commercial use and derivative works are not
permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-
nd/2.5/
Edition and production
Name of the publication: eLearning Papers
ISSN: 1887-1542
Edited by: P.A.U. Education, S.L.
Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain
Telephone: +34 933 670 400
Email: editorial@elearningeuropa.info
Internet: www.elearningpapers.eu
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