<p>This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes. <br /><br /></p>
Abstract. Some might argue that the analytics tools at our disposal are currently mainly used for boring purposes, such as improving processes and making money. In this paper we will try to define learning analytics and their purpose for learning and education. We will ponder on the best possible fit of particular types of research methods and their analysis. Methodological concerns related to the analysis of Big Data collected on online networks as well as ethical and privacy concerns will also be highlighted and a case study of the use of learning analytics in a Massive Open Online Course explored. . As educational practice and the settings in which learning takes place have changed with the proliferation of the Internet and its available tools, careful thought about these tools and considerations of the processes and means with which data is being collected and analyzed is once again required [4]. Lazer et al. [4] stress that social scientists have lagged behind researchers in other fields, for instance in fields such as biology and physics, and that it is unavoidable for analytics to become part of social science research. Moreover, they emphasise the urgency for a data-driven computational social science to develop "based in an open academic environment", rather than in the domain of private companies such as Google and Yahoo, and government agencies who are currently the main players in the analytics field. They answer the question: "What value might a computational social science -based in an open academic environment -offer society, by enhancing
Illiteracy is often associated with people in developing countries. However, an estimated 50% of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today's society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes towards learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX © is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users' motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program), and contrast the educational impact and attitudes toward such technology between these. Our conclusions present the lessons learnt from our evaluations and the impact of the studies' 1 [PUC EIST Special Issue Template] specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.
The SEC4 gene product is a major component of the protein secretion machinery. More specifically, it is believed to play a pivotal role in targeting and fusion of secretory vesicles to the plasma membrane. Its recently described implication with the Saccharomyces cerevisiae Rho3p, which is required for directing growing points during bud formation, has prompted us to investigate the role and function of Sec4p in the morphological changes of the yeast pathogen Candida albicans. We have therefore cloned the C. albicans SEC4 gene. It encodes a 210 amino acids long protein sharing up to 75% homology to the S. cerevisiae homolog, when conserved changes are allowed. Its RNA is constitutively expressed in C. albicans grown under various physiological conditions. We also show that it can functionally complement a S. cerevisiae sec4 thermosensitive mutant.
After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.
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