Day One: Thursday 7 January
Expected Benefits and Challenges of Incorporating Web 2.0 Technologies in a Futures Oriented Higher Education Context
14:00-15:00 Michael Sankey (University of Southern Queensland)
This paper demonstrates a practical view of expected benefits and challenges when incorporating Web 2.0 technologies in a futures oriented higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a futures context this paper will then addresses the important role of an integrated Virtual Learning Environment (VLE) and the pedagogical applications of Web 2.0 technologies. It subsequently uses a series of case studies from the University of Southern Queensland, a large distance education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0 and a futures approach to pedagogy can be achieved, or at least stimulated and/or mediated, through an institutions’ virtual environment/s, as long as the/se environment are aligned with such ideals.
WikiVet: A Learner Generated Learning Resource
15:00-16:00 Zoe Belshaw
Wikis provide new environments for learners to collaborate in creating virtual knowledge. WikiVet is one such example written almost entirely by veterinary students. The paper looks at the role of this media for the learner of tomorrow.
From Audio to Text and Back Again: Providing Students with Good Feedback
16:00-17:00 Jesse Martin (Bangor University, Psychology Learning Enhancement Coordinator)
In recent years, a number of educational innovators have been experimenting with providing students with feedback on their work using audio podcasts. A number of problems with this approach have been identified. Using voice recognition software to turn speech into text, the speed and ease of providing high quality audio feedback can be combined with the advantages of printed text, giving the students the best of both worlds.
Day Two: Friday 8 January
Podcasting: A Lawyer's Tale
14:00-15:00 Dawn Watkins (Lecturer in Law, School of Law, University of Leicester)
This paper describes the process through which podcasting has been introduced for the first time into an undergraduate degree programme in Law and highlights some of the challenges faced when introducing new technologies to established courses.
PIVOTE: Building Learning Scenarios in a Virtual World
15:00-16:00 Luke Woodham (St George's University of London, Technical Developer); David Burden (Daden Ltd, Managing Director)
PIVOTE is an open-source authoring system for building virtual world scenarios. It is a web-based system that communicates with objects in a virtual world to create scenarios that can respond to user actions. The system allows the learner to interact in four key ways:
- Using an output screen to display dynamic text and media content; this refreshes according to what the users do within the scenario.
- Touch points; for example, within a Paramedic scenario, touch points over a patient mannequin allow the students to assess different parts of the body.
- Scripted objects; for example Paramedic students have an equipment kit with them which they can use to treat the patient.
- Chat; the ability to communicate with a mannequin using key-word ‘chat’.
The functionality of PIVOTE will be discussed in the paper, as well as working examples of its use. Further work planned for the PIVOTE system will also be outlined.
Androids in Africa
16:00-17:00 Nick Short (Head of eMedia Unit, Royal Veterinary College); Andrew Hagner (Royal Veterinary College); Niall Winters (Senior Researcher, London Knowledge Lab)
This paper explores the use of mobile phones using the Android platform in East Africa. In particular it describes initial work in using the devices for geo-spatial disease surveillance and dissemination of podcats.
Day Three: Saturday 9 January
Building a Community of Inquiry for In-service Teachers in a Structured E-learning Environment
14:00-15:00 Shuhudha Rizwan (Centre for Continuing Education, Republic of the Maldives, Teacher Educator)
This paper will report a study on investigating whether e-learning approach has the potential of building a community of inquiry and thus deliver meaningful and sustained professional development for a dispersed teacher population.
Using Mobile Phone Video for Science Teaching
15:00-16:00 Saku Ekanayake (PhD student); J.M. Wishart (Senior Lecturer) (both at University of Bristol, UK)
The videoing facility is considered as an effective teaching tool. This paper reports the observations taken during the design and implementation of a science lesson based on the video function of the mobile phone and reports the teachers’ and students’ views.
Survive and Thrive In A Social Media Workplace
16:00-17:00 Kathreen Riel (Digital Horizons); Tami Saj (Royal Roads University)
Social media tools are reshaping the way we exchange tacit perceptions and understandings with one another. There is potential for social media to alleviate the propensity of expertise silos in academic institutions. How can we increase the integration and legitimacy of these tools in the higher education workplace? This presentation will describe three themes about the use of social media as a tool to cultivate academic communities of practice: the level of engagement of a wide spectrum of professionals, the influence of governance constructs on sustaining authentic online dialogue, and the emergence of features such as Twitter Lists to help enhance the framework of online communication and knowledge flow.
Day Four: Sunday 10 January
Why Waste a Perfectly Good Crisis
15:00-16:00 Rod Angood (Director of Computing Services, University of Bath)
The challenge of the impact of Web 2.0 services on data traffic created by students at the University of Bath. The solution was to install dark fibre through the City’s waste water system which proved fast and cost effective with very little disruption to road traffic.
Educommunication: Encouraging the Dialogue Among Learners for Joint Knowledge Construction
16:00-17:00 Luci Ferraz de Mello (Escola de Comunicações e Artes, Universidade de São Paulo, Brazil [Communication and Arts School, São Paulo University, Brazil])
Study on the adoption of educommunication procedures and the use of interactive technologies near the communication processes in distance learning courses in order to encourage dialogue and exchange of experiences among students for the joint construction of knowledge.
Day Five: Monday 11 January
Lessons from In-service Training: The Teachers as Students
14:00-15:00 Magdalena De Stefani (PhD candidate, University of Manchester)
This paper describes the interim results of a blended teacher development project using Moodle for language teachers in provincial and rural areas of Uruguay. The affordances of the project are analysed from the perspective of the researcher and those of the teachers as learners.
Taking Advantage of the Way People Already Learn
15:00-16:00 Shiv Rajendran (www.Languagelab.com, Co-founder)
People learn new skills in the digital world all the time, they learn to use the latest gadgets, websites and games without any difficulty, even when they are very quite complex. How can this process of learning can be applied to traditional subject matter.
Personal Learning Environments and Lifelong Learning
16:00-17:00 Jo Badge (Web Resources Development Officer, School of Biological Sciences); Alan Cann (Senior Lecturer, Department of Biology); Stuart Johnson (Deputy Head of Student Development, University of Leicester); Jon Scott (School of Biological Sciences & Student Learning Centre) (all at University of Leicester)
We have revised our first year undergraduate key skills module to assist students with concepts and competencies of information literacy, ultimately leading towards the construction of a personal learning environment (PLE). This module ran successfully for over 200 first year Biological Sciences students in 2008-9.
Day Six: Tuesday 12 January
Only Connect: Supporting Postgraduate Researchers
14:00-15:00 Emma Kimberley (Research Forum Facilitator, University of Leicester)
This paper looks at the challenges of supporting and connecting postgraduate researchers at the University of Leicester through the development of a physical and virtual Research Forum in the David Wilson Library.
Eight Years Old and Already Collaborating Online: What the Future Holds for HE
15:00-16:00 David Wolfson (Independent consultant in VLE and web-based collaboration and development; former Chairman of the British Institute for Learning and Development and former Director of eLearning, Nord Anglia Education)
A stepped approach to successful online teacher- and student-led learning in schools. Practical evidence from senior leaders and learners at over 100 schools of all types and sizes as they set out to use learning platforms.
Engaging Without Invading
16:00-17:00 Stuart Johnson (Deputy Head of Student Development, University of Leicester); Matthew Mobbs (Student Support and Development Service); David Morgan (Creative, University of Leicester Students' Union)
This paper will share our experiences of using social media (specifically Facebook and Twitter) to engage with students about issues important to Student Development and the Students' Union at the university of Leicester.
Day Seven: Wednesday 13 January
Anarchy in the Universities: Beyond the Student-Teacher Hierarchy
14:00-15:00 James McDowell (Senior Lecturer in Digital Media, School of Computing and Engineering, University of Huddersfield, and PhD candidate in Educational Research and Technology Enhanced Learning, CSALT, Lancaster University)
This paper examines how the central tenets of much of the work of key contemporary educational theorists such as Lave, Wenger and Schön found earlier expression in the writings of anarchist philosophers such as Bakunin, Proudhon and Illich. Three key principles of an anarchist philosophy of education for the twenty-first century are derived, and an argument developed that learning from the learners requires the collapse of the student-teacher hierarchy.
The Electronic Academic: Subversion, Surveillance, Disruption
15:00-16:00 Cate Thomas (Kingston University, KUBIS Director)
Whilst much attention is paid to what it means to be an online student, little is focussed on what it is to be a digital teacher. Here we consider this new creature which stalks the corridors and haunts the classrooms of the Online University: the electronic academic.
E-learning Experience of Teachers and Children in Addu Atoll of the Maldives
16:00-17:00 Sheema Saeed (University of Leicester)
This paper is a case study of five Maldivian teachers participation in an online continuous professional development course, strategies that worked and didn't work for them as well as impact of learning at classroom level.
Day Eight: Thursday 14 January
Using Web 2.O for Peer Support and Learning
14:00-15:00 Georgy Holden (Open University)
This paper discusses the preliminary results of a two year JISC funded project entitled ATELIER -D: Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design. which, in its first year has explored the use of 6 seperate web2 based technologies to support student learning.
Emerging Peer Support Networks on Twitter
15:00-16:00 Jo Badge (Web Resources Development Officer, School of Biological Sciences); Alex Moseley (Educational Designer, Course Design & Development Unit); Stuart Johnson (Deputy Head of Student Development, Student Development Centre); Alan Cann (Senior Lecturer, Department of Biology) (all at University of Leicester)
This project investigated the mode of use and implications of a mobile microblogging system for student feedback and peer support. Wifi-enabled mobile devices (iPod Touch) were used by two very different cohorts of students. Network analysis of messages (tweets) sent by the student groups demonstrated an emerging peer support network.
From Mainstream to Core: The Learning Technology Journey at Leicester
16:00-17:00 Alex Moseley, Ale Armellini, Nevin Moledina, Nichola Hayes, Richard Mobbs and Simon Hardaker (University of Leicester)
Based on the concepts of ‘research to practice’ and ‘innovation to mainstream’, this paper maps the journey of a range of learning technologies at Leicester from the periphery to the core of learning and teaching.