John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
"Supporting different social structures in city-wide collaborative learning"
Presentation of the paper submitted at IADIS Mobile Learning conference 2009 that was held in Barcelona Spain, 26-28 February 2009
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
"Supporting different social structures in city-wide collaborative learning"
Presentation of the paper submitted at IADIS Mobile Learning conference 2009 that was held in Barcelona Spain, 26-28 February 2009
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
Exploring the emergence of virtual human resource developmentRochell McWhorter
Given the growing interest that scholars have had for integrating technology into HRD practice and research, Virtual HRD (VHRD) has emerged as a new area of inquiry in the field of HRD. This article begins by defining and exploring the emergence of the construct of VHRD. It reviews the evolution of technology from the inception of the Academy of Human Resource Development and integrates selected literature that supports the emergence of VHRD in the field of HRD to include sophisticated, immersive environments appropriate for HRD practice.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Technobiophilia: Sue Thomas, The Future of Cyberspace, Professorial Lecture, ...Dr Sue Thomas
The act of entering cyberspace was, along with the entering of outer space, one of the most profound experiences of the twentieth century. In 1969, humans landed first ‘on’ the moon (July), and then ‘in’ cyberspace (September) with the connection of the first two nodes of the internet. Today the mountains of the Moon remain neglected and unexplored, but cyberspace has evolved into a deeply familiar habitat whose geography has been shaped by those who built and used it. This talk explores the evolution of the landscape of cyberspace from its creation as an unpopulated wilderness through its exploration, colonisation, cultivation, settlement and growth, and offers some predictions for the future of this most exotic place.
Sue Thomas is Professor of New Media at the Institute of Creative Technologies in the Faculty of Art, Design and Humanities. She has written several books including the novel 'Correspondence', short-listed for the 1992 Arthur C Clarke Award for Best Science Fiction Novel, and most recently the 2004 non-fiction cyberspace travelogue 'Hello World: travels in virtuality'. She has written about computers and the internet since the 1980s and is now working on 'Nature and Cyberspace: Stories, Memes and Metaphors', a study of the relationships between cyberspace and the natural world, forthcoming with Bloomsbury Academic. She co-directs the influential Transliteracy Research Group and the DMU Transdisciplinary Group, and is a Fellow of the Royal Society of Arts.
www.technobiophilia.com
In this paper I argue that the context for learning in the 21st Century has brought about the need to re-conceptualize or extend theories from the past if we are to develop an approach to learning design for the present and the future. Such an undertaking would appear to be timely as the nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.
Ref: 51. Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. Extended abstract in proceedings for workshop: Education in the Wild. Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, 2009, Garmisch-Partenkirchen, Bavaria, Germany.
Presented at the Workshop on Advanced Research Methods (WARM) at the University of Urbino, 30 September 2010.
For further information on the research project see: http://mappingonlinepublics.net
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
Exploring the emergence of virtual human resource developmentRochell McWhorter
Given the growing interest that scholars have had for integrating technology into HRD practice and research, Virtual HRD (VHRD) has emerged as a new area of inquiry in the field of HRD. This article begins by defining and exploring the emergence of the construct of VHRD. It reviews the evolution of technology from the inception of the Academy of Human Resource Development and integrates selected literature that supports the emergence of VHRD in the field of HRD to include sophisticated, immersive environments appropriate for HRD practice.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Technobiophilia: Sue Thomas, The Future of Cyberspace, Professorial Lecture, ...Dr Sue Thomas
The act of entering cyberspace was, along with the entering of outer space, one of the most profound experiences of the twentieth century. In 1969, humans landed first ‘on’ the moon (July), and then ‘in’ cyberspace (September) with the connection of the first two nodes of the internet. Today the mountains of the Moon remain neglected and unexplored, but cyberspace has evolved into a deeply familiar habitat whose geography has been shaped by those who built and used it. This talk explores the evolution of the landscape of cyberspace from its creation as an unpopulated wilderness through its exploration, colonisation, cultivation, settlement and growth, and offers some predictions for the future of this most exotic place.
Sue Thomas is Professor of New Media at the Institute of Creative Technologies in the Faculty of Art, Design and Humanities. She has written several books including the novel 'Correspondence', short-listed for the 1992 Arthur C Clarke Award for Best Science Fiction Novel, and most recently the 2004 non-fiction cyberspace travelogue 'Hello World: travels in virtuality'. She has written about computers and the internet since the 1980s and is now working on 'Nature and Cyberspace: Stories, Memes and Metaphors', a study of the relationships between cyberspace and the natural world, forthcoming with Bloomsbury Academic. She co-directs the influential Transliteracy Research Group and the DMU Transdisciplinary Group, and is a Fellow of the Royal Society of Arts.
www.technobiophilia.com
In this paper I argue that the context for learning in the 21st Century has brought about the need to re-conceptualize or extend theories from the past if we are to develop an approach to learning design for the present and the future. Such an undertaking would appear to be timely as the nature of learning is being augmented and accelerated by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people.
Ref: 51. Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. Extended abstract in proceedings for workshop: Education in the Wild. Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, 2009, Garmisch-Partenkirchen, Bavaria, Germany.
Presented at the Workshop on Advanced Research Methods (WARM) at the University of Urbino, 30 September 2010.
For further information on the research project see: http://mappingonlinepublics.net
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
A presentation sharing some of my sabbatical work with the EU LearningLayers project, draws upon Cook (2013)
Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper http://goo.gl/NFWnSZ
Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'
The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
Reconceptualising Design Research for Design Seeking and Scaling. Short position paper by Cook and Bannan, June 2013. **Critical comment and pointers to related literature invited** Contact: john2.cook@uwe.ac.uk
Ethical considerations emerging in the study of mobile learning
Corresponding Author: Jocelyn Wishart (j.m.wishart@bristol.ac.uk)
Wednesday 1 May 2013, 2pm
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
ARV Crisis Forum: http://arv13crisisforum.wordpress.com/
Using Social Network Sites and Mobile Technology to Scaffold Equity of Access to Cultural Resources
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. John Cook
Professor in Education
Director of the Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
Research Profile
For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio,
Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
7. Research Highlights
Concept of problem seeking in music (Cook, 2000), based on PhD work
Rather than mere problem solving
In the early creative/design process we can say that “knowledge is essentially
problematical: it is not just a question of solving a problem, it is more a question of
seeking out the nature of the problem and then devising an approach to solving it”
(Cook, 2000)
Brought in over £5 million external R&D funding
RAE 2008 I co-led on the submission of London Met UoA ‘Education’
Ranked upper quintile @ joint 16th with Bath and Newcastle
All old Universities submitted (including Oxbridge, Bristol & IoE)
If strip out environment our papers were in top 5!
My own publications were rated 3*/4* in a 2007 mock RAE (the external was the
former Chair of the 2000 RAE Education UoA, Prof. Sally Brown)
I note UWE submission for 2008 UoA ‘Communication, Cultural and Media Studies’ also
ranked joint 16th with Oxford & Leeds
10. Socio-Cultural Ecology: The Triangle
(Pachler, Bachmair and Cook, 2010)
Structures (digital tools and media) Giddens, 1984, structuration theory
Structural properties are instantiated in practice (so links to cultural practices)
Educational institutions no longer define alone what learning and knowledge are and they are certainly no longer
the only, even the main location where learning and knowledge can be accessed and takes place
From push to pull, change of mass communication and media convergence
Individualised mobile mass communication and social fragmentation into different milieus
Milieus do have the function of individualised life-worlds, which are structured by the hierarchical variable of
differentials in income and formal education. This is the traditional social stratification.
Agency (capacity to act on the world) Hall, 1997, individualised agency practices of everyday life
Formation of identity and subjectivity
Environment a potential resource for learning
Different habitus of learning and media attitudes; a new habitus of learning is one of the characteristics of at risk-
learners
By ‘habitus’ we follow Bourdieu: dispositions and action patterns based on appropriated social structures within
typical cultural practices (the original purpose of that behaviour or belief can no longer be recalled and becomes
socialized into individuals of that culture).
Cultural practices (routines in stable situations, and beyond …)
Institutional settings, be they school, university, the work place etc.
Media practices in everyday life (includes informal/non-formal)
11. Augmented Contexts for Development:
qualitative analysis of process and explanatory
perspective, looking at the inner features of the
situation (Cook, 2010)
Screen shot of Carl Smith’s
wire-frame movie
reconstruction of Nine Alters
(http://cistercians.shef.ac.uk/)
Students interacting @
Cistercian Chapel in
CONTSENS
12.
13. “The ability to be in a particular position but get a
variety of views/different visual perspective was a very
useful opportunity. The whole thing also got everyone
talking in a way I hadn't experienced on field trips to
Fountains before.”
14. “The information given was underlined by the
'experience' of the area and therefore given context in
both past and present.”
15. Three Current Research Foci
Research Focus 1: Reshaping workplace design to
facilitate better learning
(Cook & Pachler, 2010; Cook, 2013)
1http://mashable.com/2011/08/08/mobile-workers-infographic/
16. BOYD: Bring Your Own Device
Smartphones, tablets, laptops ... Wearables …
6.8 billion phone subscriptions & 2.7 billion people are online (UN’s
International Telecommunication Union, 2013)
With our increasingly mobile workforce, consumerisation in IT has led
to staff demanding to use their own devices for work - or for distractions
during work breaks!
Citrix cites savings of up to 20% (FT Jan 4, 2012)
IBM claims 80,000 staff are now accessing its corporate network
using self-owned devices (Computerworld, March 2012)
17. 1
Layers Project: Consortium
Project Coordination
Technology Research
Regional Application Clusters
Scaling Partners
Technology Partners
Health Care – Leeds
Construction &
Building – Bremen
http://learning-layers.eu/
18. 1
Clusters
the Layers scaling strategy
Research and develop solutions by working
with Excellence clusters and cluster policy
makers
Piloting in Healthcare and construction.
Involve new clusters in new countries
Build sustainability beyond project horizon
by promoting a network of Education
Innovation Clusters to serve other clusters
with services and technologies to speed
uptake of new learning methods and
technologies
20. Semantic Searching
of textual-audio-visual archives
Semantic Tagging: add structure/meaning to tags by connecting
keyword tags to relational structures
Folksonomies: collaborative tagging, social classification, social
indexing, and social tagging
Taxonomies and/or ontologies: relational structures
People Tagging e.g. Collabio, a tagging game developed by Microsoft
Semantic annotation: or tagging, is about attaching names, attributes,
comments, descriptions, etc. to a document or to a selected part in a
text
Natural language processing
Social Semantic Networks: result of the application of Semantic Web
technologies to social networks and online social media
23. Towards a Design Research Framework for Scaling the use of TEL to
Support Informal Work-Based Learning
(Cook, Bauters, et al., submitted)
2
Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research Framework for Scaling the use of
TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on Technology Enhanced Learning), Cyprus, September 2013.
25. Research Focus 3: Using Social Network Sites and
Mobile Technology for Bridging Social Capital
(Cook, Pachler and Bachmair, 2012)
It is a democratic right for citizens to have ‘equity of access’ to cultural
resources (widely defined).
Some research suggests that in HE Facebook, for example, provides
affordances that can help reduce barriers that students with lower self-
esteem might experience in forming the kinds of large, heterogeneous
networks that are sources of social capital.
‘Trust’ is a key issue in this respect.
Thus, there appears to be considerable potential for network and
mobile technology in terms of sustainability in the integration of informal
and formal institutional dimensions of learning.
However, although a new educational paradigm is emerging, there
exists a need for more debate and further research.
26. As it stands, there still appears to exist a small conceptual
gap around cultural resources.
Society and cultural forces help shape technology, and in
this sense it has been said that ‘we cannot jump over our
shadows’ (Kress, 2007).
Do such forces also set the limits of appropriation and
transformation of technology and indeed define the level of
access to cultural resources?
We cannot jump over our shadows (and hence
‘appropriate’ the shadow, i.e. make use of shadows in a
culturally novel way to meet a new purpose) – or can we?
27. Extending the shadow metaphor, the principles of sundials
can be understood better from the perspective of the sun’s
apparent motion across the sky.
In fact, a sundial is a latitude-specific technology to indicate
the time; it uses (or appropriates) the shadow created by
the sun’s light as the Earth spins on its axis around the sun.
The shadow-casting object is the sundial’s gnomon, which
is the triangular object (above right).
Maybe there are occasions when we can jump over our
shadows by appropriation, or when we need help to see
beyond?
28. In this sense, innovative and creative thinkers and groups
have always been able to jump over the shadow created by
society and culture. Is that not a paradigm shift?
Or is it a creative act a reaction propelling a concept
over the historical shadow of society?
On a more personal level, what if we want to provide equity
of access to cultural resources for individuals and groups?
What do we mean by this and how could we achieve it?
29. References
Cook, J. (2000). Cooperative Problem-Seeking Dialogues in Learning. In Gauthier, G., Frasson, C. and VanLehn, K.
(Eds.) Intelligent Tutoring Systems: 5th International Conference, ITS 2000 Montréal, Canada, June 2000 Proceedings,
p. 615–624. Berlin Heidelberg New York: Springer-Verlag. Available:
http://www.academia.edu/3002001/Cooperative_Problem-Seeking_Dialogues_in_Learning_615624
Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal
of Mobile and Blended Learning, 2(3), 1-12, July-September. Preprint:
http://www.academia.edu/357712/Mobile_Phones_as_Mediating_Tools_Within_Augmented_Contexts_for_Developmen
t
Cook, J. (2013). Reshaping Workplace Design to Facilitate Better Learning. Invited talk 24th April, Division of Learning
Technologies, George Mason University, USA. Slides: http://t.co/K1DkaEE2s1
Cook, J. and Bannan, B. (in preparation). Reconceptualising Design Research for Design Seeking and Scaling.
Workshop on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus.
Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research
Framework for Scaling the use of TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on
Technology Enhanced Learning), 18-20 September, Cyprus.
Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based
Learning. British Journal of Education Technology, 43(5), 711–725.
http://www.academia.edu/1501290/Online_People_Tagging_Social_Mobile_Network_ing_Services_and_Work-
based_Learning
Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Networked Sites and Mobile Technology for Bridging
Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and Mobile Technology to Bridge
Formal and Informal Learning, pp. 31-56. Chandos.
http://www.academia.edu/2365830/Using_social_network_sites_and_mobile_technology_to_scaffold_equity_of_access
_to_cultural_resources
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.
30. 3
More info
http://learning-layers.eu/
http://www.linkedin.com/profile/view?id=1176688&trk=tab_pro
http://westengland.academia.edu/JohnCook/About
http://www.mendeley.com/profiles/john-cook6/
http://twitter.com/johnnigelcook @johnnigelcook
http://www.slideshare.net/johnnigelcook
http://www.facebook.com/people/John-Cook/739730049