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In the first decade of the twenty-first century, technological and social change is accelerating faster than ever before. Seemingly isolated and “under control” local or regional issues are now being transmitted throughout global economic, technological, and management systems in minutes and days rather than months and years. The global financial c...
Contexts in source publication
Context 1
... expert's role is to interpret what they know for "amateurs" who "are full of bias" (Palmer, 1998, p. 100) and to select some to be indoctrinated into the world of objective knowing. Experts are trained in methods designed to prevent their subjectivity from intruding on the interpretation of the object so it remains in its "pristine" form, but this ensures that most participants in the learning process remain disengaged from the learning process (Palmer, 1998) (Figure 13.2). ...
Context 2
... Palmer's model affords the amateur a new status not as nonexpert but rather closer to the Latin meaning of the word "amateur" as a passionate and enthusiastic pursuer of an objective within a community of knowers ( Figure 13.3). This approach, which combines both research and teaching functions, allows the ama- teur to participate in the knowledge-creation process alongside experts. ...
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... are able to not only see their own ideas as they are generated, but also all other ideas as they form. The data is coded so that the concept is recorded together with the identity of the contributor ( Figure 13.4). ...
Context 4
... the fi gure below, a two-mode analysis is shown with the blue ideas in the center repre- senting the emergent knowledge of the group. The red dots represent participants in an extended text conversation and the blue squares represent the concepts generated by one or more participants (Figure 13.5). A directed graph analysis can be employed to map the fl ow of the conversations and where they intersect. ...
Context 5
... the density of the interactions reaches a critical point, a large component forms (Erdos & Renyi, 1959), which may result in a runaway reaction. Figure 13.6 below shows a directed graph of classroom discussion where the concentration of interaction points suggests a transition or phase shift in the knowledge-creation process. ...
Citations
... Kaikki wiki-sivulle tehnyt muutokset tallentuvat historiasivulle, jossa pääsivuun tehtyjä muutoksia eli sivun eri versioita on mahdollista vertailla. Wiki-sivu on jatkuvassa muutoksessa toisin kuin painettu sana (Fitzgerald & Findlay 2011, 305). Muokattavuus myös varmistaa, ettei mahdollisista virheistä tarvitse huolestua, sillä ne voi aina korjata itse tai sitten joku muu korjaa ne. ...
The uses of the wikis in the practices of liberal adult education are studied in the article by asking, what principles connect and disconnect liberal adult education and the Wikiworld. Liberal adult education is defined as adults’ free and self-determined area of studies, and the Wikiworld as the non-commercial and public realm of the Internet in which people can share their knowledge and ideas, and do things together. First, wikis and the Wikiworld are defined, then the relationship of the Wikiworld and liberal adult education is highlighted, and in conclusion some examples of the uses of the wikis in the practices of adult education are given.
Abstract The uses of the wikis in the practices of liberal adult education are studied in the article by asking, what principles connect and disconnect liberal adult education and the Wikiworld. Liberal adult education is defined as adults' free and self-determined area of studies, and the Wikiworld as the non-commercial and public realm of the Internet in which people can share their knowledge and ideas, and do things together. First, wikis and the Wikiworld are defined, then the relationship of the Wikiworld and liberal adult education is highlighted, and in conclusion some examples of the uses of the wikis in the practices of adult education are given.
Abstrakti Artikkelissa tarkastellaan wikien, eli kenen tahansa muokattavissa olevien nettisivujen käyttöä vapaassa sivistystyössä ja kysytään, mitkä periaatteet yhdistävät ja erottavat vapaata sivistystyötä ja "wikimaailmaa". Vapaa sivistystyö määritellään aikuisten vapaan ja omaehtoisen opiskelun alueeksi ja wikimaailma internetin ei-kaupalliseksi ja julkiseksi osaksi, jossa ihmiset voivat jakaa tietoja, taitoja ja ajatuksia sekä tehdä asioita yhdessä. Artikkelissa kuvataan ensin, mitä wikit ja wikimaailma ovat, tarkastellaan sitten wikimaailman ja vapaan sivistystyön suhdetta ja esitetään lopuksi esimerkkejä wikien käytöstä vapaassa sivistystyössä.
This chapter starts with an introduction showing that scientific discoveries, cultural growth and practical inventions are very often the fruit of inter-cultural knowledge sharing. Major theories of knowledge sharing are then illustrated, with a particular focus on critical analysis and on inter-cultural and cross-cultural issues. The role of the creative processes that encompass knowledge translation and transformation is addressed and the claim is made for the role played by informal networks as interlocks between global and local and critical channels of inter-cultural knowledge sharing. Finally, the impact of affiliative and homophilic interactions and the consequent risk represented by semi-closed networks—not only for knowledge sharing—are addressed.
Augmented reality (AR) is being enthusiastically embraced by many sectors, including advertising, marketing, communication and media. We believe AR is a concept that has particular value for higher education (HE), but the education sector has been much slower to engage with how AR might enhance the process of learning itself. The HE sector is, however, now beginning to see the opportunities for AR to increase learner mobility and flexibility.
The ARstudio project received funding from the Office for Learning and Teaching (OLT). That funding allowed the project team — from the University of Canberra, the Australian National University and Macquarie University — to embark on a two-year journey to explore the uses of AR in HE, with a specific focus on tools for mapping its uptake and evaluating its effectiveness. The project ran from October 2011 to December 2013.
ARstudio set out to investigate the potential for augmented reality as a pedagogically driven element of higher education. The currently available technologies and uses of AR outside the HE sector both strongly influenced the activities carried out by the project team. In this report, we provide a brief introduction to the ways in which AR is presently being implemented and the ends to which it is being used in non-HE contexts before reporting on our own project and its outcomes.
The project was driven by three main, interlinked questions:
1. What are the special opportunities or affordances for learning offered by virtual augmentations of real objects, images and artefacts?
2. How can academics and students be helped to engage with and use AR in their own contexts?
3. What general lessons can we learn about how people engage with new technologies through the processes we develop in this particular project?
This report documents ARstudio’s progress towards answering these questions, and the lessons learned by the team along the way.
