Should Mobile Devices Be Used For Classroom Teaching And Learning?Dom Pates
These are the main slides for my workshop at the Study Group Teachers Conference 2014, titled 'Should Mobile Devices Be Used For Classroom Teaching And Learning?'
IEEE CRS 2014 - Secure Distributed Data Structures for Peer-to-Peer-based Soc...Kalman Graffi
Jens Janiuk, Alexander Mäcker, Kalman Graffi -
Secure Distributed Data Structures for Peer-to-Peer-based Social Networks
In IEEE CTS ’14: Proceedings of the IEEE International Conference on Collaboration Technologies and Systems, 2014.
Abstract—Online social networks are attracting billions of nowadays, both on a global scale as well as in social enter- prise networks. Using distributed hash tables and peer-to-peer technology allows online social networks to be operated securely and efficiently only by using the resources of the user devices, thus alleviating censorship or data misuse by a single network operator. In this paper, we address the challenges that arise in implementing reliably and conveniently to use distributed data structures, such as lists or sets, in such a distributed hash-table- based online social network. We present a secure, distributed list data structure that manages the list entries in several buckets in the distributed hash table. The list entries are authenticated, integrity is maintained and access control for single users and also groups is integrated. The approach for secure distributed lists is also applied for prefix trees and sets, and implemented and evaluated in a peer-to-peer framework for social networks. Evaluation shows that the distributed data structure is convenient and efficient to use and that the requirements on security hold.
Should Mobile Devices Be Used For Classroom Teaching And Learning?Dom Pates
These are the main slides for my workshop at the Study Group Teachers Conference 2014, titled 'Should Mobile Devices Be Used For Classroom Teaching And Learning?'
IEEE CRS 2014 - Secure Distributed Data Structures for Peer-to-Peer-based Soc...Kalman Graffi
Jens Janiuk, Alexander Mäcker, Kalman Graffi -
Secure Distributed Data Structures for Peer-to-Peer-based Social Networks
In IEEE CTS ’14: Proceedings of the IEEE International Conference on Collaboration Technologies and Systems, 2014.
Abstract—Online social networks are attracting billions of nowadays, both on a global scale as well as in social enter- prise networks. Using distributed hash tables and peer-to-peer technology allows online social networks to be operated securely and efficiently only by using the resources of the user devices, thus alleviating censorship or data misuse by a single network operator. In this paper, we address the challenges that arise in implementing reliably and conveniently to use distributed data structures, such as lists or sets, in such a distributed hash-table- based online social network. We present a secure, distributed list data structure that manages the list entries in several buckets in the distributed hash table. The list entries are authenticated, integrity is maintained and access control for single users and also groups is integrated. The approach for secure distributed lists is also applied for prefix trees and sets, and implemented and evaluated in a peer-to-peer framework for social networks. Evaluation shows that the distributed data structure is convenient and efficient to use and that the requirements on security hold.
Stretching the edges -tinkering, tottering, totally extreme-no buildsService Industries TAC
Presentation by Curtis Bonk around extreme learning developed for the E-nabling NT e-learning Showcase on the 10 November. Information and resources from his presentation are available at http://ntvt.com.au/index.cfm?fuseaction=page&p=252
Living in Tech City: 50+ Technology Trends and Innovations Transforming Workp...cjbonk
Abstract: This session is geared toward trainers, managers, instructional designers, educators, learners, practitioners, and government officials who share an interest in contemporary advances in learning technologies that are shaping education for today’s and tomorrow’s learner. In this session, Professor Curt Bonk of Indiana University will discuss dozens of technologies and Web resources that have emerged over the past few years to transform corporate training as well as higher education and most other learning settings. Among these technologies tools are smartphones and smart watches, digital course resources, social books, social media, online talking dictionaries, video walls, virtual assistants, and Web conferencing. Also exploding at this time is enrollment in online or virtual learning, blended learning, massive open online courses (MOOCs), and the use of collaborative tools in such e-learning courses. While these 50+ technology trends and innovation are exciting and highly transformative, each has pros and cons in how they are used in different training and education spaces. To make it more personal, this session will, in part, be a presentation, and, in part, a conversation about learning technology trends and innovations. As such, there will be much opportunity for question and answer as well as personal reflection.
Doing Science Communication with Social MediaDawn Bazely
I gave this talk at York University's Faculty of Science Science Communication Workshop on Wednesday December 7 2016. I review some research about how scientists use social media and suggest ways that scientists can practice communicating science.
THE VICES OF SOCIAL MEDIA ON STUDENTS SUCCESS AT THE ADAMAWA STATE POLYTECHNI...ijcsit
Social media and social networking web sites have continued to gain supremacy in determining the
student’s success in education. It captures the attention of students and their tutors over the years. A social
media network is only an electronic links amongst its users which turned out to be a habit for students,
youngsters,
and even the grown person. The influence of social media on students is alarming and doing more harm
than good. The aim of the paper is to analyze the vices of social media on the academic success of students
of Adamawa State Polytechnic, Yola. The survey method of research was adopted to achieve the objectives
of the study. Some research questions were presented to the respondents where the results revealed that so
many (96 percent of them) usually spent much time on the social networking sites than to their academics.
As such, the academic success of the students suffers setbacks which lead to poor performance in the
student’s academics. It is therefore recommended that the networking sites should be built in such a way to
support student’s educational activities in a positive way, as this will help in attracting the students to ge
iTunesu Youtube and other online collectionstbirdcymru
I delivered this presentation on 2nd December 2011 for the Colleges - University of Leicester Network CPD session at the Media Zoo, University of Leicester
The main theories of Jean Piaget summarised by members of Professional Group 1 (Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant. Bea White) University Leicester PGCE
Stretching the edges -tinkering, tottering, totally extreme-no buildsService Industries TAC
Presentation by Curtis Bonk around extreme learning developed for the E-nabling NT e-learning Showcase on the 10 November. Information and resources from his presentation are available at http://ntvt.com.au/index.cfm?fuseaction=page&p=252
Living in Tech City: 50+ Technology Trends and Innovations Transforming Workp...cjbonk
Abstract: This session is geared toward trainers, managers, instructional designers, educators, learners, practitioners, and government officials who share an interest in contemporary advances in learning technologies that are shaping education for today’s and tomorrow’s learner. In this session, Professor Curt Bonk of Indiana University will discuss dozens of technologies and Web resources that have emerged over the past few years to transform corporate training as well as higher education and most other learning settings. Among these technologies tools are smartphones and smart watches, digital course resources, social books, social media, online talking dictionaries, video walls, virtual assistants, and Web conferencing. Also exploding at this time is enrollment in online or virtual learning, blended learning, massive open online courses (MOOCs), and the use of collaborative tools in such e-learning courses. While these 50+ technology trends and innovation are exciting and highly transformative, each has pros and cons in how they are used in different training and education spaces. To make it more personal, this session will, in part, be a presentation, and, in part, a conversation about learning technology trends and innovations. As such, there will be much opportunity for question and answer as well as personal reflection.
Doing Science Communication with Social MediaDawn Bazely
I gave this talk at York University's Faculty of Science Science Communication Workshop on Wednesday December 7 2016. I review some research about how scientists use social media and suggest ways that scientists can practice communicating science.
THE VICES OF SOCIAL MEDIA ON STUDENTS SUCCESS AT THE ADAMAWA STATE POLYTECHNI...ijcsit
Social media and social networking web sites have continued to gain supremacy in determining the
student’s success in education. It captures the attention of students and their tutors over the years. A social
media network is only an electronic links amongst its users which turned out to be a habit for students,
youngsters,
and even the grown person. The influence of social media on students is alarming and doing more harm
than good. The aim of the paper is to analyze the vices of social media on the academic success of students
of Adamawa State Polytechnic, Yola. The survey method of research was adopted to achieve the objectives
of the study. Some research questions were presented to the respondents where the results revealed that so
many (96 percent of them) usually spent much time on the social networking sites than to their academics.
As such, the academic success of the students suffers setbacks which lead to poor performance in the
student’s academics. It is therefore recommended that the networking sites should be built in such a way to
support student’s educational activities in a positive way, as this will help in attracting the students to ge
iTunesu Youtube and other online collectionstbirdcymru
I delivered this presentation on 2nd December 2011 for the Colleges - University of Leicester Network CPD session at the Media Zoo, University of Leicester
Similar to Emerging peer support networks on twitter (20)
The main theories of Jean Piaget summarised by members of Professional Group 1 (Jo Badge, Salema Begum, Rachel Collins, Adrian Durrant. Bea White) University Leicester PGCE
draft of poster presented to Effective learning in the biosciences conference 30 June 2011, Edinburgh by Jon scott and Jo Badge. http://www.bioscience.heacademy.ac.uk/bioconf/index.aspx
Science Learning and Teaching conference 2005Jo Badge
Training the teachers: virtual learning – real benefits?
poster P13. conference proceedings page 179
Joanne L. Badge, Jon Scott and Alan J. Cann. University oof Warwick. http://www.materials.ac.uk/events/sciencelt2005.asp
Do you come here often? The fleeting nature of communication in a 140 charact...Jo Badge
Do you come here often? The fleeting nature of communication in a 140 character World #durbbu10
Jo Badge, Alex Moseley, Stuart Johnson, Alan Cann
University of Leicester
Presentation given to Blackboard Users conference 5 January 2010, Durham
A short description of how we are using citeulike in the School of Biological Sciences to share information on eLearning and with students to create online journal clubs. Presented at HEA Centre for Bioscience web 2 event 16 December 2009.
6. Microblogging using Twitter doing metabolism questions over msn, testing each other is a fab way to learn! If only I knew any answers. is rather worried about the assessment tomorrow and is preparing herself for failure Got up at 7 and look the black sky out of my window. Just browsing the website of National Sports Museum http://www.nsm.org.au/ Reading about kandinsky and art and music. How apt on an iPod
In the summer of 2008 we were awarded 10 iPod Touch devices through the JISC TechDis HEAT3 scheme (http://www.techdis.ac.uk/) to evaluate their potential as low-cost mobile gateways to microblogging services.
The iPod Touch was chosen for its ease of use, multi-mode nature, wifi capabilities, and for its attraction as a device to students, in particular as an iPod music player.
Twitter was selected at the start of the project. Several other microblogging systems were in use at the time (e.g. Plurk, Jaiku) but the staff leading the project were already using twitter with a desktop client (twhirl) that allowed for multiple account management. The staff had already made dedicated teaching accounts on twitter so these could be used to follow the students involved in the project. The overall aim of the project was to evaluate the student use of the iPod touch through messages on twitter. However, the project led to some unexpected outcomes and findings about the use of twitter by students.
Two cohorts of students participated in the study:1. campus-based first year undergraduate students in the School of Biological Sciences, all 18-19 years old, who were participating in their first semester of higher education. Four members of staff were involved in supporting and promoting the project: one academic, two learning technologists and one member of the central Student Support and Development Service. 2. campus-based postgraduate masters-level Museum Studies students who ranged in age from 21-41, participating as part of a Digital Culture module in their second semester of the course. Five members of staff were involved in supporting and promoting the project: two academic members of staff, one from each department involved, two e-learning technologists and one member of the central Student Support and Development Service.To incentivise recruitment, several students were selected at random to keep one of the iPod Touches at the end of the project. Participating students were required to tweet at least four times per day, reporting for example, "I am in the library writing an essay for module x". They were asked to include a unique ‘hashtag’ in their tweets.
Students were given almost no instruction on using the iPod touch. Minimal instructions were provided online on a wetpaint wiki, but most students used this only to set up email accounts to synchronise with University mail. The students reported very few technical problems using the iPods and used a wide variety of the services to them through the apps included and by downloading free apps.
Tweets from undergraduate and postgraduate students demonstrated the wide variety of uses of twitter. The hashtags were easily tracked using RSS and very little staff time was involved in generating a permanent record of the data stream. Tagged messages were collated and archived via the RSS feed from the hashtag using an RSS aggregator (Google Reader), since Twitter content does not remain on the system indefinitely.A short online questionnaire provided some additional feedback on the use of the iPod touch and students previous experiences of twitter.None of the students reported any difficulties in using the iPod Touches. Very little training was provided, the devices were very intuitive to use.Most of the students used the iPod Touch to listen to music, watch videos on YouTube and for many other purposes.None of the students reported that they were previous users of Twitter before starting the study, but all stated that they used Facebook regularly and a third used some other form of social networking sites. We also asked them about their impression of the iPod Touch.
The average number of tagged messages per day varied from 1 to 10, with a group daily average of 5 for the undergraduates (1082 in total) and 2 for the postgraduates (699 in total). The students varied in the networks they created. In general, the undergraduates showed a wider network spread than the postgraduates.All of the study participants used more than one client to access the Twitter service, the average number of clients used being 4.
Students used twitter for much more than we asked and on a wide variety of platforms, not just on the iPod Touch. The device was not the important factor in them using twitter, the service was more important.Messages were sent from across the University of Leicester campus, student halls, cafes, bars, on busses and any other locations where students were working or networking, and the client used was the most convenient one at the time.