Getting campus-based eLearning into the blender
This event took place on Thursday 07 July 2005 at 10:20
Dr Charles Crook Learning Sciences Research Institute at Nottingham University
Some ICT learning research initiatives are described which are argued to reflect worrying forms of influence on undergraduate study practices. The paper argues for more imaginative innovation along the route of "blended learning". Several case studies that might illustrate this route are described for discussion.
Charles Crook is Reader in ICT and Education. He is closely attached to the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University. Current projects concern the resourcing of collaborative learning with particular interest in early education but also undergraduates. Much of this work implicates new technology. He was a founder member of the European Society for Developmental Psychology and is currently editor of the Journal of Computer Assisted Learning.
His research interests are:
How can insights from the psychology of child development be applied to the design of learning technologies? How can these designs then be best integrated with existing cultures of teaching and learning? In particular, how can computers create distinctive opportunities for more collaborative forms of learning? How do highlly networked educational environments re-configure the experience of teaching and learning? How can technology bridge the discontinuities between formal and informal settings for learning?
This seminar is the first in a new series of IET CALRG Research Seminars
This event took place on Thursday 07 July 2005 at 10:20
Some ICT learning research initiatives are described which are argued to reflect worrying forms of influence on undergraduate study practices. The paper argues for more imaginative innovation along the route of "blended learning". Several case studies that might illustrate this route are described for discussion.
Charles Crook is Reader in ICT and Education. He is closely attached to the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University. Current projects concern the resourcing of collaborative learning with particular interest in early education but also undergraduates. Much of this work implicates new technology. He was a founder member of the European Society for Developmental Psychology and is currently editor of the Journal of Computer Assisted Learning.
His research interests are:
How can insights from the psychology of child development be applied to the design of learning technologies? How can these designs then be best integrated with existing cultures of teaching and learning? In particular, how can computers create distinctive opportunities for more collaborative forms of learning? How do highlly networked educational environments re-configure the experience of teaching and learning? How can technology bridge the discontinuities between formal and informal settings for learning?
This seminar is the first in a new series of IET CALRG Research Seminars
Future Internet
KnowledgeManagementMultimedia &
Information SystemsNarrative
HypermediaNew Media SystemsSemantic Web &
Knowledge ServicesSocial Software
Semantic Web and Knowledge Services is...
Our research in the Semantic Web area looks at the potentials of fusing together advances in a range of disciplines, and applying them in a systemic way to simplify the development of intelligent, knowledge-based web services and to facilitate human access and use of knowledge available on the web. For instance, we are exploring ways in which tnatural language interfaces can be used to facilitate access to data distributed over different repositories. We are also developing infrastructures to support rapid development and deployment of semantic web services, which can be used to create web applications on-the-fly. We are also investigating ways in which semantic technology can support learning on the web, through a combination of knowledge representation support, pedagogical theories and intelligent content aggregation mechanisms. Finally, we are also investigating the Semantic Web itself as a domain of analysis and performing large scale empirical studies to uncover data about the concrete epistemologies which can be found on the Semantic Web. This exciting new area of research gives us concrete insights on the different conceptualizations that are present on the Semantic Web by giving us the possibility to discover which are the most common viewpoints, which viewpoints are mutually inconsistent, to what extent different models agree or disagree, etc...
Our aim is to be at the forefront of both theoretical and practical developments on the Semantic Web not only by developing theories and models, but also by building concrete applications, for a variety of domains and user communities, including KMi and the Open University itself.
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