The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
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
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,
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
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
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,
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
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
Inclusion through Learning and Web 2.0 - A New Project for Better Policies an...Sandra Schön (aka Schoen)
Preprint – Published as: Schaffert, Sandra; Cullen, Joe; Hilzensauer, Wolf & Wieden-Bischof, Diana (2010). Inclusion through Learning and Web 2.0 - A New Project for Better Policies and Initiatives. In: V. Hornung-Prähauser & M. Luckmann (Ed.), Die lernende Organisation. Vom Web-2.0-Solisten zur Web-2.0-Jazzband, Salzburg: Salzburg Research, S. 57-64.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
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
Inclusion through Learning and Web 2.0 - A New Project for Better Policies an...Sandra Schön (aka Schoen)
Preprint – Published as: Schaffert, Sandra; Cullen, Joe; Hilzensauer, Wolf & Wieden-Bischof, Diana (2010). Inclusion through Learning and Web 2.0 - A New Project for Better Policies and Initiatives. In: V. Hornung-Prähauser & M. Luckmann (Ed.), Die lernende Organisation. Vom Web-2.0-Solisten zur Web-2.0-Jazzband, Salzburg: Salzburg Research, S. 57-64.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
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.
EACUBO Spring 2021 Workshop: Assess the Impact of Covid-19 on Your Campus Fac...brightspot
Elliot Felix of brightspot strategy and Cameron Charlebois and Chris Buddle of McGill University presented Assess the Impact of Covid-19 on Your Campus Facilities at the EACUBO Spring 2021 Workshop.
This project was developed at Macquarie ICT Innovations Centre (MacICT).
MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
MacICT’s mission statement:
to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project
Presentation at MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective (#MUCRP09) July 2009 http://tinyurl.com/mod9l9
Similar to Mobile development - augment, scaffold & transform (20)
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
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
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
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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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.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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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.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Mobile development - augment, scaffold & transform
1. Mobile Development:
Augment, Scaffold and
Transform Learning
John Cook with help of Carl Smith, Claire
Bradley and Debbie Holley
Learning Technology Research
Institute/HALE
3. Jargon Buster
• MOBILE LEARNING. “Mobile learning … is not about
delivering content to mobile devices but, instead, about
the processes of coming to know and being able to
operate successfully in, and across, new and ever
changing contexts and learning spaces.” (Pachler,
Bachmair and Cook, 2010, p. 6)
• LOCATION BASED LEARNING. “Location-based
learning takes advantage of the ability of mobile
devices to know where they are located and deliver
information that is time-and-place-relevant.” (Horizon,
2009)
4. Jargon Buster
• VISUALISATIONS. Formats can include images,
maps, 2-D or 3-D animation, 3D models, timelines and
Augmented Reality (AR) environments.
• AUGMENTED REALITY (AR). “Technology that
extends the picture of the world you can see through
your phone.” (Guardian, 2010).
5. Current Research Focus
• Conduct theoretical and applied
research into the application of
mobile devices to
–augment,
–support and
–transform learning.
6. Current Research Focus #1
• In one strand of his work, John investigates the use of
theory to assist reviews of, or plans for, the deployment
of mobile phones for learning in the context of
– a Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010)
– and the notion of User-generated contexts (Cook, Pachler and
Bachmair, accepted),
– which John has refined into an analytical tool called a ‘typology-
grid’.
• This approach has already been successfully used and
critiqued in various workshops (for example Cook,
Treasure-Jones, Pachler, 2011).
• Not the focus of this talk; but slides available:
http://slidesha.re/brbzjB
7. Current Research Focus #2
• In a related strand of work, John and team take
a Design Research method to investigating
mobile devices as mediating tools for learning
(Cook, 2010; Cook, 2011; Smith et al.,
accepted).
• In this talk I will focus on the above work as it
applies to two EC Life Long Learning projects:
– CONTSENS (completed)
– mLeMan (just kicked off)
17. Visualisations
Allow people to study objects that are
too fragile to be physically handled, to
reconstruct past events and
landscapes, or to see behind the
scene ‘on location’
18. CONTSENS Project
• Completed 2 year project.
• £265,000 project involved a European-
wide consortium headed by Ericsson
Education, Ireland.
• John Cook led the LTRI team.
• LTRI awarded £50,000.
19.
20.
21. “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.”
22.
23.
24. “The information given was underlined by the
'experience' of the area and therefore given context
in both past and present.”
25. “it was triggering my own thoughts and I was
getting to think for myself about the area and
the buildings.”
26. mLeMan
• LTRI is a partner in a new EC-funded project
called mLeMan (m-Learning Manager).
• This new Leonardo da Vinci project
• Led by Plovdiv University in Bulgaria and has a
total budget of 475,351 euro.
• The total budget for LTRI is 84,731 euro or
£70,657. John Cook leads for LTRI.
• Other mLeMan partners are from Ireland, Italy,
Austria and Bulgaria.
• mLeMan started October 2010 and runs for 24
Months.
27. • mLeMan aims to develop and mainstream
– Europe wide skills recognition and qualification service for m-
Learning Managers, and other individual management level,
charged with planning, sourcing, implementing or evaluating m-
learning solutions.
• This project takes place in the context of
– the growth of m-learning, which itself is being facilitated by widespread
mobile device development and availability, and
– (ii) a paucity of programs at managerial levels in the field (as a prelude
and stimulus to m-learning design and development activities) which
has lead to the need for qualifications and integrated EC-wide approach
to building a ‘Certified m-Learning Manager’ community.
28. Outputs
• Skills set for the job role of m-Learning Manager:
– this will be defined by the needs of the m-learning market and take into account current
Vocational Education and Training (VET) and qualifications systems changes (such as the
shift to learning outcomes and competence-based systems).
• m-Learning Manager Training Program:
– units of learning outcomes (LOs), LOs and
– steps of LOs, multimedia learning resources in the form of task for performance in four
languages.
• DALA System (Development, Assessment, Learning, Assessment) with
functions:
– set skills card, self assessment, create a learning portfolio, check learning references,
attend courses online.
• A Report with the results from the training and conclusions about DALA
effectiveness, learnability and relevance to the specific vocational skills of
m-learning market;
• Dissemination-certificates issued by EU Certificates Association (www.eu-
certificates.org)
29. Current Focus: Method
• Previous case study: the urban education project
(CONTSENS) uses in situ mobile visualisation techniques
to explore how the organisation and re/structuring of
educational institutions related to educational discourses
and policies of the past.
• This will inform the next case study on how new forms of
pedagogy which take advantage of technological
innovation can be designed into future leaning spaces.
• Because of the known lack of ability to locate multiple
stakeholder viewpoints into these 21st Century educational
situations a design based research methodology will be
implemented.
30. Method:
• Two commercial architectural firms have
been sourced: Bryanstonsquare (BSF) +
Islington City Learning Centre (experts in
specialist IT projects in Education)
• A use case analysis will be carried out to
determine what techniques they currently
use and to visualise their own architectural
interventions within existing schools and
establish how these methods could be
improved.
31. Current Focus: Identify Problem
• 'Building Schools for the Future‘ (reproducing school designs of
the past - 20% of the £45 billion budget ).
• The educational vision underpinning learning spaces of the future
should be radically different from those which informed the school
design of the 19th and 20th centuries.
• Design information visualisation scenario. Very Generic
• Currently very difficult to locate multiple stakeholder viewpoints
into designing future educational situations. Marginalised groups
• The key stakeholders that should be involved in the redesign of
learning spaces should be teachers, learners, parents, architects
and the local community.
32. Develop an Educational Scenario:
• Use mobile augmented and mixed reality techniques to support in
situ design visualisation when a learning space is being planned or
redesigned. Niche: needs to be mobile
• Explore what range of technological interventions can be used to
widen the range of participation in the redesign of these learning
spaces?
• How can we use visualisation to solve a design problem across the
contexts of different stakeholders?
• How can we design AR experiences that support design
visualisation and critical thinking
34. References
• Cook, J., Treasure-Jones, T. and Pachler, N. (2011). Using a Theory to Review and
to Plan Mobile Learning Deployment. Accepted for Computers and Learning
conference (CAL11).
• Cook, J. (2011). Design Research Approach to Putting Learning into Context with
Mobile Devices. Invited talk at ELI 2011, Second International Conference on
eLearning and Distance Learning. Riyadh, Saudi Arabia, 21-23 February 2011.
• Cook, J., Pachler, N. and Bachmair, B. (accepted). Ubiquitous Mobility with Mobile
Phones: A Cultural Ecology for Mobile Learning. E-Learning and Digital Media.
Special Issue on Media: Digital, Ecological and Epistemological. (email for pre-print)
• Smith, C., Bradley, C., Cook, J. and Pratt-Adams, S. (accepted). Designing for Deep
and Active Learning: Putting Learning into Context with Mobile Devices. In Anders D.
Olofsson and J. Ola Lindberg (Eds), Informed Design of Educational Technologies in
Higher Education: Enhanced Learning and Teaching. IGI Global. Due 2011.
• Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for
Development. International Journal of Mobile and Blended Learning, 2(3), 1-12. (see
http://bit.ly/czg9k6 or email for pre-print)
• Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency,
Practices. New York: Springer. Publisher's page: http://bit.ly/7i5asL
35. Email: john.cook@londonmet.ac.uk
Home page: http://staffweb.londonmet.ac.uk/~cookj1/
Twitter: http://twitter.com/johnnigelcook
Slideshare: http://www.slideshare.net/johnnigelcook
Music wiki: http://johnnigelcook.wetpaint.com/page/Music
Johnnigelcook
or Jonni Gel Cook!
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.