Scaffolding for integrated reflection

This paper presents some theoretical perspectives that might inform the design and development of information and communications technology (ICT) tools to support integrated (in-session) reflection and deep learning during e-learning. The role of why questioning provides the focus of discussion and is informed by the literature on critical thinking, sense-making, and reflective practice, as well as recent developments in knowledge management, computational linguistics and automated question generation. It is argued that there exists enormous scope for the development of ICT scaffolding targeted at supporting reflective practice during e-learning. The first generations of e-Portfolio tools provide some evidence for the significance of the benefits of integrating reflection into the design of ICT systems; however, following the review of a number of such systems, as well as a range of ICT applications and services designed to support e-learning, it is argued that the scope of implementation is limited.

The Gold Coast marine precinct : pre-packaging entrepreneurship

We investigate the evolving quality of entrepreneurship in the Gold Coast Marine Precinct, a purpose-built industrial district in Southeast Queensland, Australia. Our findings are that the environment in the Precinct can be conducive to a better quality of entrepreneurship than may be feasible for firms in other settings; that a successful industrial district can be created artificially, with appropriate social relationships evolving afterwards; and that improvements in information and communications technology have undermined some aspects of traditional behaviour in the Precinct, but the essential nature of internal relationships remains intact.

Theorizing why in e-learning – a frontier for cognitive engagement

Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. Why is this so? To this question, there is no single satisfactory answer; instead, numerous plausible explanations and related questions arise. After learning something, however, explaining why can be revealing of a person’s understanding (or lack of it). What then differentiates explanation from information; and, explanatory from descriptive content? What ICT scaffolding might support inquiry instigated by why-questioning? What is the role of reflective practice in inquiry-based learning? These and other questions have emerged from this investigation and underscore that why-questions often propagate further questions and are a catalyst for cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation that informs the broad discourse on e-learning and points to a specific frontier for design and development of e-learning tools. Probing why reveals that versatile and ambiguous semantics present the core challenge – asking, learning, knowing, understanding, and explaining why.

Scaffolding reflective inquiry - enabling why-questioning while e-Learning

This paper presents some theoretical and interdisciplinary perspectives that might inform the design and development of information and communications technology (ICT) tools to support reflective inquiry during e-learning. The role of why-questioning provides the focus of discussion and is guided by literature that spans critical thinking, inquiry-based and problem-based learning, storytelling, sense-making, and reflective practice, as well as knowledge management, information science, computational linguistics and automated question generation. It is argued that there exists broad scope for the development of ICT scaffolding targeted at supporting reflective inquiry duringe-learning. Evidence suggests that wiki-based learning tasks, digital storytelling, and e-portfolio tools demonstrate the value of accommodating reflective practice and explanatory content in supporting learning; however, it is also argued that the scope for ICT tools that directly support why-questioning as a key aspect of reflective inquiry is a frontier ready for development.

Opening digital learning to deeper inquiry

This chapter presents an historical narrative on the recent evolution of information and communications technology (ICT) that has been, and is, utilized for purposes of learning. In other words, it presents an account of the development of e-learning supported through the Web and other similar virtual environments. It does not attempt to present a definitive account; as such an exercise is fraught with assumptions, contextual bias, and probable conjecture. The concern here is more with contextualizing the role of inquiry in learning and the evolving digital tools that enable interfaces that promote and support it. In tracking this evolution, both multi-disciplinary and trans-disciplinary research has been pursued. Key historical developments are identified as well as interpretations of the key drivers of e-learning over time and into what might be better described as digital learning. Innovations in the development of digital tools are described as dynamic and emergent, evolving as a consequence of multiple, sometimes hidden drivers of change. But conflating advancements in learning technologies with e-learning seems to be pervasive. As is the push for the “open” agenda – a growing number of initiatives and movements dominated by themes associated with access, intellectual property, public benefit, sharing and technical interoperability. Openness is also explored in this chapter, however, more in terms of what it means when associated with inquiry. By investigating opportunities for the stimulation and support of questioning online – in particular, why-questioning – this chapter is focused on “opening” content – not just for access but for inquiry and deeper learning.

Modelling after-the-fact leakage for key exchange

Security models for two-party authenticated key exchange (AKE) protocols have developed over time to prove the security of AKE protocols even when the adversary learns certain secret values. In this work, we address more granular leakage: partial leakage of long-term secrets of protocol principals, even after the session key is established. We introduce a generic key exchange security model, which can be instantiated allowing bounded or continuous leakage, even when the adversary learns certain ephemeral secrets or session keys. Our model is the strongest known partial-leakage-based security model for key exchange protocols. We propose a generic construction of a two-pass leakage-resilient key exchange protocol that is secure in the proposed model, by introducing a new concept: the leakage-resilient NAXOS trick. We identify a special property for public-key cryptosystems: pair generation indistinguishability, and show how to obtain the leakage-resilient NAXOS trick from a pair generation indistinguishable leakage-resilient public-key cryptosystem.

Using communicative ecology theory to scope the emerging role of social media in the evolution of urban food systems

Urban agriculture plays an increasingly vital role in supplying food to urban populations. Changes in Information and Communications Technology (ICT) are already driving widespread change in diverse food-related industries such as retail, hospitality and marketing. It is reasonable to suspect that the fields of ubiquitous technology, urban informatics and social media equally have a lot to offer the evolution of core urban food systems. We use communicative ecology theory to describe emerging innovations in urban food systems according to their technical, discursive and social components. We conclude that social media in particular accentuate fundamental social interconnections normally effaced by conventional industrialised approaches to food production and consumption.

Designing intelligent litigation support tools : The IKBALS perspective

In the legal domain, it is rare to find solutions to problems by simply applying algorithms or invoking deductive rules in some knowledge‐based program. Instead, expert practitioners often supplement domain‐specific knowledge with field experience. This type of expertise is often applied in the form of an analogy. This research proposes to combine both reasoning with precedents and reasoning with statutes and regulations in a way that will enhance the statutory interpretation task. This is being attempted through the integration of database and expert system technologies. Case‐based reasoning is being used to model legal precedents while rule‐based reasoning modules are being used to model the legislation and other types of causal knowledge. It is hoped to generalise these findings and to develop a formal methodology for integrating case‐based databases with rule‐based expert systems in the legal domain.

Lehen Hezkuntzako irakasleen gaitasun digitala hobetzeko proposamena

Lan honen helburua, egungo gizarte eta hezkuntzaren desoreka digitala egiaztatzea eta horri aurre egiteko proposamen bat planteatzea izan da. Hori burutzeko, irakasle talde bati Informazio eta komunikaziorako Tresnen (IKT) inguruko galdera batzuk egin zaizkie, teknologia berriekiko haien jakintza, prestakuntza eta erabilera zeintzuk diren ezagutzeko. Jasotako emaitzak aztertu dira eta irakasle hauen ezjakintasun maila baliabide teknologiko berritzaileekiko altua dela ondorioztatu da, haien gaitasun digitala oso baxua izanda. Hori dela eta, arazo horri irtenbide berritzaile bat bilatu zaio, Lehen Hezkuntzako irakasleen prestakuntzara bideratutako tutorial ezberdinak sortu direlarik, web 2.0-ko baliabide batzuen erabilera zein den azalduz.

Ignorance is no Defence but is Inaccessibility? On the Accessibility of National Laws to Foreign Online Publishers

Kohl, U. (2005). Ignorance is no Defence but is Inaccessibility? On the Accessibility of National Laws to Foreign Online Publishers. Information & Communities Technology Law, 14 (1), 25-41. RAE2008 Information & Communications Technology Law Volume 14, Issue 1, 2005 Special Issue: GATED COMMUNITIES

Denver - A City Profile

Denver has emerged from the 1990s as a city region experiencing rapid growth. This has been fuelled by a vibrant local economy, which has adjusted itself from dependency on an earlier oil boom to greater reliance on the information and communications technology sector. The current planning and development challenges are dominated by the need to deal with urban sprawl and pressured transportation infrastructure. The contemporary restructuring of the physical fabric of Denver is marked by a progressive downtown revitalisation effort and a number of space extensive brownfield development projects. The interplay of state and local governments with commercial interests and citizens is a powerful dynamic in shaping these negative and positive outcomes.

A Cyber-Physical Security Analysis of Synchronous-Islanded Microgrid Operation

Cyber-security research in the field of smart grids is often performed with a focus on either the power and control domain or the Information and Communications Technology (ICT) domain. The characteristics of the power equipment or ICT domain are commonly not collectively considered. This work provides an analysis of the physical effects of cyber-attacks on microgrids – a smart grid construct that allows continued power supply when disconnected from a main grid. Different types of microgrid operations are explained (connected, islanded and synchronous-islanding) and potential cyber-attacks and their physical effects are analyzed. A testbed that is based on physical power and ICT equipment is presented to validate the results in both the physical and ICT domain.