John Cook outlines his research interests in technology enhanced learning and how social media and mobile devices can support learning in both formal and informal contexts. He proposes establishing a Technology Enhanced Learning and Creativity Special Interest Group and shares 6 principles and 3 timelines that have guided his work investigating the role of new technologies to support learning. Cook is looking for potential collaborators interested in his research areas.
Slides and audio recording from my presentation at Aalto university Media Lab, concerning copyright, creative commons, remixing, and such. The actual presentation is just over half an hour long - the last slide has 20 minutes of discussions, which may be of interest as well.
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.
For the Fall 2012, Dr. Nick Bowman of West Virginia University's Department of Communication Studies details the theoretical foundations of social and new media for our Corporate and Organizational M.A. students in Clarksburg, WV. More information about the Corporate M.A. can be found at: http://comm.wvu.edu/grad/corp-ma.
Faculty Technology Day 2014 Breakout Session on The History and Future of Edu...Kristen T
#FacTechDay14 Agenda and Description: fordham.edu/facultytechday14
Handouts and links from session can be found here: http://facultyedtechpd.wikispaces.com/History+and+Future+of+Education
PDF file (fonts are clearer in this version) can be found on the above wiki site
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
Slides and audio recording from my presentation at Aalto university Media Lab, concerning copyright, creative commons, remixing, and such. The actual presentation is just over half an hour long - the last slide has 20 minutes of discussions, which may be of interest as well.
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.
For the Fall 2012, Dr. Nick Bowman of West Virginia University's Department of Communication Studies details the theoretical foundations of social and new media for our Corporate and Organizational M.A. students in Clarksburg, WV. More information about the Corporate M.A. can be found at: http://comm.wvu.edu/grad/corp-ma.
Faculty Technology Day 2014 Breakout Session on The History and Future of Edu...Kristen T
#FacTechDay14 Agenda and Description: fordham.edu/facultytechday14
Handouts and links from session can be found here: http://facultyedtechpd.wikispaces.com/History+and+Future+of+Education
PDF file (fonts are clearer in this version) can be found on the above wiki site
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
These are the whiteboards from NITLE's "Mobile Technology Initiatives at Two Campuses," an instance of "Special Topics for Instructional Technologists and Their Colleagues" on 12/11/2009 featuring presentations from Seton Hall and Abilene Christian Universities.
Presentation for a guest lecture for a colleague's Media History and Contemporary Issues course. She wanted me to cover technological determinism and social constructivism, as well as through in some content about my research on multitasking and online reading.
Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011
The Impact of the Internet on the Church - Term PaperJohn Brooks
As part of my Master's Class, "Contemporary Theological Issues" at the
Evangelical University and Seminary in Plant City, FL, I did a project on the impact of the Internet on the church. This is my term paper from that course. You will also find the PowerPoint presentation and a copy of the survey that was completed by 66 friends, releatives, and associates, plus several video interviews.
Technology and outdoor education: Some experiential possibilitiesJames Neill
There is a philosophical tension in outdoor education about the role of technology. On one hand, outdoor educators seek to distance participants from technology in order to provide “a place apart”. On the other hand, most outdoor education programs rely on a growing plethora of outdoor and safety gear, electronic navigation and communication, and transport technologies. Despite this, outdoor education tends to be somewhat unadventurous in its pedagogical use of technology. Instead, we might experiment with a wider spectrum of technologies (from low tech to high tech). By considering possibilities from across the technological gamut – e.g., from survival programs (low tech) to urban challenges with mobile electronic devices (high tech) – we might enrich our understanding of outdoor learning processes and engage different types of participants.
Criticizing and Modernizing Computing Curriculum: The Case of the Web and the...Randy Connolly
Presentation I gave at WCCCE 2012 in Vancouver.
Computing education has faced a variety of ongoing and critical self-examinations over the past 15 years. This paper provides a set of critiques and alternative teaching approaches for two vital but under-reported computing knowledge areas: web development and computing ethics/social issues. It concludes with a claim that these two knowledge areas can also provide an important way to integrate the often-heterogeneous knowledge areas in the computing curriculum.
Crowdsourced slides from our unKeynote at PLE 2010 in Barcelona. Some video and audio in slides did not translate in uploading to Slideshare.
Also see the individual skrbl boards for our 8 questions at:
Q1: http://moourl.com/ple1
Q2: http://moourl.com/ple2
Q3: http://moourl.com/ple3
Q4: http://moourl.com/ple4
Q5: http://moourl.com/ple5
Q6: http://moourl.com/ple6
Q7: http://moourl.com/ple7
Q8: http://moourl.com/ple8
The Impact of Social Networks on Tertiary Educationiosrjce
Since the inception of the Internet and the integration of email technology into our personal and
work lives especially in academics, our ways of communication began to metamorphose. The Internet, which is
consortium computer networks, is transforming educational processes and interpersonal communication
especially through Social Networks. Young people, born into a world of laptops and cell phones, text messaging
and tweeting, continually spend time exposed to digital technology and streaming so much that they perhaps
experience fundamentally different brain development that favors constant communication and multitasking.
Although what is been done by the common ought to be seen as the norm, a popular opinion believes that Social
Networks serve only as distractions to academic achievement by school-age people. Two multiple regression
analyses were done using Statistical Package for Social Sciences computer software which analyzed the
responses of students to questionnaire. It is seen that students who spend more time on Social Networks end up
not having enough Study Time, and so affects their academic achievements. Since Social Network is very
common in our society today, what matters to us now is how Social Networks are used than how much they are
used.
A Web 2.0 Personal Learning Environment for Classical Chinese PoetryRalf Klamma
A Web 2.0 Personal Learning Environmentfor Classical Chinese Poetry
Yiwei Cao 曹怡蔚, Ralf Klamma, Yan Gao 高岩, Rynson W.H. Lau 劉永雄, and Matthias Jarke
Informatik 5, RWTH Aachen University
Department of Computer Science, City University of Hong Kong
Aachen, Germany
ICWL 2009
20.08.2009
World's 1st Ever Dissertation on Cloud Computing: Assured Identity for The CloudLockheed Martin
First Dissertation on Cloud Computing -> Cloud Computing and Assured Identity
//
It has been widely reported the largest security concerns with cloud computing design and implementation are centered on identity and access management. Pearson (2009) identifies open security challenges such as where processing takes place, auditability of transactions, and data sensitivity in distributed systems. Cloud computing builds on prior research in virtualization, distributed computing, utility computing, networking, and web services (Vouk, 2008). A recent study conducted by the Office of Homeland Security found that cyber security is a national problem (Homeland Security, 2009). The study recommended that ―managing identities‖ must be part of a comprehensive national cyber security strategy. The Department of Defense Cyber, Identity, and Information Assurance Strategic Plan calls for systems and security to be united. In this research project, an approach to enabling assured identity and access management controls specifically in cloud computing environments was evaluated. The research designed and implemented the Assured Identity Management Systems (AIMS) using the systems engineering process (SEP). The evaluation of use cases and sequence diagrams demonstrated the capability for identity assurance with lifecycle events in cloud computing environments. The dissertation study designed an extensible model including requirements, use cases, context diagrams, sequence diagrams, reusable components to further the adoption of cloud It has been widely reported the largest security concerns with cloud computing design and implementation are centered on identity and access management. Pearson (2009) identifies open security challenges such as where processing takes place, auditability of transactions, and data sensitivity in distributed systems. Cloud computing builds on prior research in virtualization, distributed computing, utility computing, networking, and web services (Vouk, 2008).
These are the whiteboards from NITLE's "Mobile Technology Initiatives at Two Campuses," an instance of "Special Topics for Instructional Technologists and Their Colleagues" on 12/11/2009 featuring presentations from Seton Hall and Abilene Christian Universities.
Presentation for a guest lecture for a colleague's Media History and Contemporary Issues course. She wanted me to cover technological determinism and social constructivism, as well as through in some content about my research on multitasking and online reading.
Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011
The Impact of the Internet on the Church - Term PaperJohn Brooks
As part of my Master's Class, "Contemporary Theological Issues" at the
Evangelical University and Seminary in Plant City, FL, I did a project on the impact of the Internet on the church. This is my term paper from that course. You will also find the PowerPoint presentation and a copy of the survey that was completed by 66 friends, releatives, and associates, plus several video interviews.
Technology and outdoor education: Some experiential possibilitiesJames Neill
There is a philosophical tension in outdoor education about the role of technology. On one hand, outdoor educators seek to distance participants from technology in order to provide “a place apart”. On the other hand, most outdoor education programs rely on a growing plethora of outdoor and safety gear, electronic navigation and communication, and transport technologies. Despite this, outdoor education tends to be somewhat unadventurous in its pedagogical use of technology. Instead, we might experiment with a wider spectrum of technologies (from low tech to high tech). By considering possibilities from across the technological gamut – e.g., from survival programs (low tech) to urban challenges with mobile electronic devices (high tech) – we might enrich our understanding of outdoor learning processes and engage different types of participants.
Criticizing and Modernizing Computing Curriculum: The Case of the Web and the...Randy Connolly
Presentation I gave at WCCCE 2012 in Vancouver.
Computing education has faced a variety of ongoing and critical self-examinations over the past 15 years. This paper provides a set of critiques and alternative teaching approaches for two vital but under-reported computing knowledge areas: web development and computing ethics/social issues. It concludes with a claim that these two knowledge areas can also provide an important way to integrate the often-heterogeneous knowledge areas in the computing curriculum.
Crowdsourced slides from our unKeynote at PLE 2010 in Barcelona. Some video and audio in slides did not translate in uploading to Slideshare.
Also see the individual skrbl boards for our 8 questions at:
Q1: http://moourl.com/ple1
Q2: http://moourl.com/ple2
Q3: http://moourl.com/ple3
Q4: http://moourl.com/ple4
Q5: http://moourl.com/ple5
Q6: http://moourl.com/ple6
Q7: http://moourl.com/ple7
Q8: http://moourl.com/ple8
The Impact of Social Networks on Tertiary Educationiosrjce
Since the inception of the Internet and the integration of email technology into our personal and
work lives especially in academics, our ways of communication began to metamorphose. The Internet, which is
consortium computer networks, is transforming educational processes and interpersonal communication
especially through Social Networks. Young people, born into a world of laptops and cell phones, text messaging
and tweeting, continually spend time exposed to digital technology and streaming so much that they perhaps
experience fundamentally different brain development that favors constant communication and multitasking.
Although what is been done by the common ought to be seen as the norm, a popular opinion believes that Social
Networks serve only as distractions to academic achievement by school-age people. Two multiple regression
analyses were done using Statistical Package for Social Sciences computer software which analyzed the
responses of students to questionnaire. It is seen that students who spend more time on Social Networks end up
not having enough Study Time, and so affects their academic achievements. Since Social Network is very
common in our society today, what matters to us now is how Social Networks are used than how much they are
used.
A Web 2.0 Personal Learning Environment for Classical Chinese PoetryRalf Klamma
A Web 2.0 Personal Learning Environmentfor Classical Chinese Poetry
Yiwei Cao 曹怡蔚, Ralf Klamma, Yan Gao 高岩, Rynson W.H. Lau 劉永雄, and Matthias Jarke
Informatik 5, RWTH Aachen University
Department of Computer Science, City University of Hong Kong
Aachen, Germany
ICWL 2009
20.08.2009
World's 1st Ever Dissertation on Cloud Computing: Assured Identity for The CloudLockheed Martin
First Dissertation on Cloud Computing -> Cloud Computing and Assured Identity
//
It has been widely reported the largest security concerns with cloud computing design and implementation are centered on identity and access management. Pearson (2009) identifies open security challenges such as where processing takes place, auditability of transactions, and data sensitivity in distributed systems. Cloud computing builds on prior research in virtualization, distributed computing, utility computing, networking, and web services (Vouk, 2008). A recent study conducted by the Office of Homeland Security found that cyber security is a national problem (Homeland Security, 2009). The study recommended that ―managing identities‖ must be part of a comprehensive national cyber security strategy. The Department of Defense Cyber, Identity, and Information Assurance Strategic Plan calls for systems and security to be united. In this research project, an approach to enabling assured identity and access management controls specifically in cloud computing environments was evaluated. The research designed and implemented the Assured Identity Management Systems (AIMS) using the systems engineering process (SEP). The evaluation of use cases and sequence diagrams demonstrated the capability for identity assurance with lifecycle events in cloud computing environments. The dissertation study designed an extensible model including requirements, use cases, context diagrams, sequence diagrams, reusable components to further the adoption of cloud It has been widely reported the largest security concerns with cloud computing design and implementation are centered on identity and access management. Pearson (2009) identifies open security challenges such as where processing takes place, auditability of transactions, and data sensitivity in distributed systems. Cloud computing builds on prior research in virtualization, distributed computing, utility computing, networking, and web services (Vouk, 2008).
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”!
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
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
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
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
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
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
CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoiltaJari Laru
Diat esityksestä: "CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoilta". Tämä esitys videoitiin 30.11.2011 Oulun yliopiston koulutus- ja tutkimuspalvelujen etäopetushankkeen oppimateriaaliksi.
Running head INTERNET1INTERNET3Interne.docxcowinhelen
Running head: INTERNET 1
INTERNET 3
Internet
Name:
Institution:
Internet Milestone
Milestone 1
1965-Two computers at MIT Lincoln Lab communicate with each other via packet switching technology
Milestone 2
1968-First nodes were installed by UCLA’s measurement center, Stanford Research Institute, University of California-Santa Barbara and University of Utah.
Milestone 3
1972- Network email was developed by BBN’s Ray Tomlinson. The Internetworking Group develops to address need for establishing standard protocol
Milestone 4
1982- Transmission control protocol and internet protocol is developed as the protocol for ARPANET
Milestone 5
1992- The first audio and video are distributed over the internet and the phrase surfing the internet emerges.
Milestone 6
2004- The era of social networking emerges as Facebook is developed.
Milestone 7
2005- YouTube is established and the social news site Reddit emerges
Milestone 8
2006- Twitter is founded by Jack Dorsey
Milestone 9
2009- Internet celebrates the 40th anniversary
Milestone 10
2016- Google launches google assistance, and voice personnel assisted program.
The use of internet in human life has greatly increased over the past two decades. The advancement in technology has enabled people to easily communicate globally regardless of the location of the individual. Internet has also enabled the users to shop online, in education, to work remotely and for financial transactions. Although the internet has proven to be beneficial it has negative impact to human life. Internet has greatly affected human behavior. The internet has resulted to individuals focusing on social media conversations. People hardly hang out together and spend most of their energy in social media tools. Usage of the internet has both internal and external impacts. The internal impact of the usage of the internet is psychological, emotional and personality problems. The external effects are the functionality of the internet user and problems that are linked to reduced activities. (Diomidous, et al 2016)
Electronic media development and evolution has greatly affected my personal life. I greatly depend on electronic media tools to get information. I believe that these tools have made me to be more of an introvert and lose my communication skills. I normally find it challenging interacting with other people in a social settings. This is one of the negative impacts of electronic media development. The positive influence is that it has made me to increase my circle of friends.
Development psychology is significant in understanding the way human learn, mature and adopt. Electronic media development and evolution will enhance development psychology profession. Through electronic media tools I will be able to obtain information about human development. Interaction with a number of people in electronic media will also help me to learn about human development. In general I believe that electronic media tools wil ...
'It’s not a laptop project. it’s an education project': The discursive constr...Marcus Leaning
This presentation looks at the OLPC and presents initial research findings on a discourse analysis of the idea of technological determinism in Negroponte's speeches.
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
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.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
John cook uwe sept 2012
1. John Cook
Department of Education, UWE
john2.cook@uwe.ac.uk
http://westengland.academia.edu/JohnCook/About
3 R&D Timelines, 6 Principles
and 1 SIG idea
06/09/12, Frenchay, 12.45 – 1.45pm, in 2S704
2. Structure
Overview of my work
3 timelines
6 Principles
to feed into debate and thinking about research
strategy
1 SIG idea
What I can contribute
3. Overview of my work
Conduct interdisciplinary research in Technology Enhanced Learning,
investigation of the mediating power of
social media,
mobile devices, and
more generally Technology Enhanced Learning (TEL), for
Learning, creativity and social justice.
I was part of / helped co-ordinate the successful Education 2008
RAE submission
Upper quintile of ranking
Grade Point Average of 2.45
£5 million external R&D funding
4. In 2001 help set up Learning Technology Research
Institute (LTRI) – later Prof then Director
Since 2005 led a major research theme called Designing
for Informal and Lifelong Learning (DILL)
http://www.londonmet.ac.uk/ltri/research/informal.htm
This has major overlap and synergies with UWE‟s
BRILLE and DCRC
I am a founding member of The London Mobile Learning
Group (LMLG)
http://www.londonmobilelearning.net/
5. 3 Timelines
#1. Main research & development timeline
#2. Bad press for „new‟ technology
#3. Learning in informal contexts & creativity
timeline
6. #1. Main R&D timeline …
FP7 & LLL
Blended
Projects
DILL Learning
ubiquitous
(2005-12) Consultants
learning
& LMLG (2007 - on)
(2006 - on)
Manager Institutional
OU PhD RLO CETL Impact:
TEL & (2005-08) ‘Evidence’ to BIS
Creativity
(1998)
2000 2005 2008 2010
7. #2. Bad press for ‘new’ technology
People thought the
first printing press was
an instrument of the
devil that would spawn
unauthorised versions
of the bible.
David Crystal (Guardian, 2008), author
of „Txtng: the gr8db8‟ (Crystal, 2008)
http://en.wikipedia.org/wiki/Printing_press
8. The telephone
created fears of a
breakdown in
family life, with
people no longer
speaking directly
to one another.
http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg
16. Play
5 aside
football
Rugby union
fan
LIFE Parent
Management
PhD
students
Kids
Self taught bass Research
player
Teaching
Formal learning and/or
learning in informal John
contexts
17. Research on learning in informal
contexts & creativity
Work on creativity and music in late 90s and
early 00s based on my PhD work: Cooperative
Problem-Seeking Dialogues in Learning:
http://www.springerlink.com/content/w9uhdnr3kd
7bmmh3/?MUD=MP
See key recent publications
18. 6 Principles to feed into debate and
thinking about research strategy
19. 6 Principles - Summary
(see http://slidesha.re/GYYP7X for details and related publications. This 2
pager has had 1,558 views, as of 05/09/2012, since April 2012)
1. It is a democratic right to have equity of access to cultural resources (widely
defined).
2. Mobile phones are new cultural resources that operate within an
individualised, mobile and convergent mass communication system.
3. Users are actively engaged in „generating‟ their own content and contexts for
learning. This principle is summarised as „user-generated contexts‟.
4. Appropriation is the key for the recognition of mobile devices (as well as the
artefacts accessed through and produced with them) as cultural resources in
and across different cultural practices of use, in particular everyday life and
formal education.
5. There is a significant potential for the use of social media and mobile devices
in informal, professional, work-based learning. Talk: http://tinyurl.com/ctns4l5.
6. Social media and mobile devices can be used to design transformative,
augmented contexts for learning. Talk: http://tinyurl.com/6lhlrwu.
20. Principle 1:
It is a democratic right to have equity of access
to cultural resources (widely defined).
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. Chandos.
21. Cultural resources for learning draws on
various traditions for its interpretation
Philosophical traditions of Idealism that take
account of cultural resources
Cultural resources in the sense of the Idealism
(Humboldt) or its materialist version (Leontjew)
developed their education function by being
appropriated.
Social capital (various) & cultural capital
(Bourdieu)
Social class differences in the relevance of
language to socialisation (Bernstein & Henderson,
1973; Bernstein, 1987).
22. Cultural resources are images of the internet, written texts for a Rap
lyric or the mobile photo application for the teacher‟s portfolio.
Images, text, photo application etc. are becoming personal
resources by being internalized and externalised (or represented)
within the school context.
We combine the dynamic of internalization and externalization with the
term appropriation.
Appropriation has three dynamic components:
firstly, bringing cultural resources into a person‟s inner horizon of
preferences, values, arguments or feeling etc.,
secondly, processing e.g. the images of the internet and,
thirdly, bringing out the results by expressions within the context of
the school.
23. Your discipline: Education
How you would investigate the above principle:
Looking for collaborators!
Examples: Working with NEETs / ESRC / FP7 / Horizon
2020
24. Principle 2:
Mobile phones are new cultural
resources that operate within an
individualised, mobile and
convergent mass communication
system
Pachler, N., Bachmair, B. and Cook, J.
(2010). Mobile Learning:
Structures, Agency, Practices. New York:
Springer.
26. 5. There is a significant potential for the use of
social media and mobile devices in informal,
professional, work-based learning.
FP7 IP Learning Layers (£10.5 million)
Top ranked on 14.5 out of 15
Scaling up Lifelong Learning using TEL
(Technology Enhanced Learning) in large clusters
of Small to Medium Enterprises in the Health
Professions and building industry
„Networked Scaffolding – Interacting with People‟
£0.5 million for UWE, others with own budget
28. Your discipline: Education
How you would investigate the above principle:
“I would ask the participants (first ensuring I had
representation from newbies, yuppies, late
adopters, old lags, senior management etc) what
technologies and networking tools they have access
to, arrange some CPD opportunities around what I
learned from that first exploration and then follow up
the CPD 3 months and 12 months later.” Academic in
„old‟ University.
29. 6. Social media and mobile devices can
be used to design transformative,
augmented contexts for learning
Talk: http://tinyurl.com/6lh
31. Task
Some examples of the varied learning activities involved in the
application include a section where the user is asked to examine both the
physical architecture and the virtual architecture in the same physical
location. The virtual architecture in this instance includes areas which are
not available to view on the day of the tour and visualizations of the
building as it was in the late 19th century. The user is then asked to
examine what the building was originally used for when it was
established in 1870. The user also has the opportunity to listen to the
oral history of a former pupil at the school and adopt their point of view
whilst in the same physical space where the events took place. The user
can reinvest the insight gained back into the context and augment the
space.
32.
33. “The information given was underlined by the
'experience' of the area and therefore given
context in both past and present.”
34. “it was triggering my own thoughts and I was
getting to think for myself about the area and
the buildings.”
35. Tutor comments
The tutor, who was interviewed after the tours had taken place,
believes that there are lots of benefits to the Urban Education mobile
tour and that it can provide more effective learning experiences and
opportunities to utilise new and different pedagogies.
Points made include that students move from being passive to active
learners, they can take more control over their learning, and they can
be engaged in more productive pedagogical approaches, such as small
group work and investigative problem-based learning.
The mobile tour can be more focused, but at the same time provide a
multi-tasked and multimedia experience that allows students to get
below the surface of the tasks.
He also feels that the mobile technologies employed excited and
intrigued the students, and helped them to become more engaged in
the tour.
39. “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.”
41. 1 SIG idea:
Technology Enhanced Learning and
Creativity Special Interest Group
TELC SIG
Bringing the timelines together …
42. Ideas for discussion for those
interested in TELC SIG
I propose an initial meeting to scope out the potential interest
in setting up such a group. Potential activities could include
(thanks to Gráinne Conole for this list):
1. Reading groups
2. Away days on research interests and methodology
3. Sharing sessions on people's current research activities
4. Writing workshops
5. Writing proposals workshops
6. Mentoring
7. Your suggestions …
43. What I can contribute?
Strong individual track record in TEL research into
learning, creativity, social justice and teaching
Decade of success of building research groups and
maintaining research networks
Clear vision of how I want to use 6 Principles build
research in area of DILL/BRILL/DCRC/TELC SIG
Thank you … Discussion …
44. Key recent publications
* 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. Email John for a copy.
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. Chandos. Email John for a copy.
* Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A Cultural
Ecology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological
and Epistemological. 8(3), 181-195. PDF pre-print:
http://www.mendeley.com/download/public/7293303/4169531203/47dad77911a51666a83af941c87d463
5e4ea9f11/dl.pdf
* 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://bit.ly/g5cODr
Pachler, N., Cook, J. and Bachmair, B. (2010). Appropriation of Mobile Phones and Learning.
International Journal of Mobile and Blended Learning. 2(1), 1-21.
Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New
York: Springer.
* Cook, J., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface
between Informal and Formal Learning. Journal of the Research Center for Educational Technology,
Spring. Available from: http://www.rcetj.org/index.php/rcetj/article/view/34
* = REF-able
Editor's Notes
17 London Metropolitan University10.80FTE1040351502.4558University of the West of England, Bristol12.50FTE510503501.85
Bristol Centre for Research in Lifelong Learning and Education (BRILLE)http://www1.uwe.ac.uk/cahe/edu/research/researchcentre-brille.aspxThe Centre hosts numerous events and activities and is home to a large number of projects. BRILLE is directed by Professor Ann-Marie Bathmaker.The DISCO (European Dictionary of Skills and Competencies) projectDISCO IISelected projectsYear Project Details 2006-2008 ESRC Teaching and Learning Programme project Widening participation: universal access in the context of dual regimes of further and higher education (with Professor Gareth Parry (Sheffield), Professor Greg Brooks (Sheffield), Dr David Smith (Leeds)) 2004-2007 EU Leonardo project Evaluation of multilingual on-line vocational thesaurus (DISCO) 2004-2006 EU Objective 1 study Evaluation of 14-19 Pathways to Success in one English local authority (with Pam Cole (Sheffield), Dr Julia Davies (Sheffield)) 2003-2007 National Research and Development Centre for Adult Literacy and Numeracy study The Impact of Skills for Life on Learners (with Professor Greg Brooks (Sheffield), Dr Yvon Appleby (Lancaster))
Me on left, no me in bright shirt. This is at Strathclyde Uni, Carl Smith found it on Internet …
Onetask, which is triggered when the mobile phone is in the correct GPS location on the site (at the Abbey), stated:“Look at a movie [see Figure 1] of the reconstruction of the interior of the church including the Nine Altars.Discuss the evolution of the structure of the abbey. Make a video blog of your discussion using the Nokiaphone.”