Regional integration 2.0 : facilitating regional integration and development with collaborative technologies

The current global economic instability and the vulnerability of small nations provide the impetus for greater integration between the countries of the South Pacific region. This exercise is critical for their survival. Past efforts of regional integration in the South Pacific have mostly failed. However, today’s IT collaborative capabilities provide the opportunity to develop a shared IT infrastructure to facilitate integration in the South Pacific. In developing an IT-backed model of regional integration, this study identifies and reports on the antecedents of the current stage for integration in the Pacific. We conducted interviews with twenty five individuals from various sectors and find that while most respondents were optimistic about the potential of IT-backed regional integration, significant challenges exists. The study identifies and discusses these challenges providing policy implications to stakeholders in the regional integration process. The findings will assist in suggesting a model of regional integration 2.0 for the Pacific region.

On facilitating regional integration and economic development with collaborative technologies in the South Pacific

The current global economic instability and the vulnerability of small island nations are providing the impetus for greater integration between the countries of the South Pacific region. This exercise is critical for their survival in today’s turbulent economic environment. Past efforts of regional integration in the South Pacific have not been very successful. Reasons attributed to this outcome include issues related to damage of sovereignty, and lack of a shared integration infrastructure. Today, the IT resources with collaborative capacities provide the opportunity to develop a shared IT infrastructure to facilitate integration in the South Pacific. In an attempt to develop a model of regional integration with an IT-backed infrastructure, we identify and report on the antecedents of the current stage of regional integration, and the stakeholders’ perceived benefits of an IT resources backed regional integration in the South Pacific. Employing a case study based approach, the study finds that while most stakeholders were positive about the potential of IT-backed regional integration, significant challenges exist that hinder the realisation of this model. The study finds that facilitating IT-backed regional integration requires enabling IT infrastructure, equitable IT development in the region, greater awareness on the potential of the modern IT resources, market liberalisation of the information and telecommunications sector and greater political support for IT initiatives.

The European Union’s Role in the Formation of India’s Climate Change Policy. Bruges Regional Integration & Global Governance Papers 2/2012, September 2012

This paper focuses on the role of the European Union (EU) in the formation of India’s climate change policy; an increasingly high profile issue area. It is based on an extensive study of relevant literature, EU-India policy documents and the execution of thirteen semi-structured interviews with experts; many of whom have experienced EU-India cooperation on climate change first-hand. A three-point typology will be used to assess the extent of the EU’s leadership role, supporting role or equal partnership role in India, with several sub-roles within these categories. Further, for clarity and chronology purposes, three time periods will be distinguished to assess how India’s climate policy has evolved over time, alongside the EU’s role within that. The findings of the paper confirm that the EU has demonstrated signs of all three roles to some degree, although the EU-India relationship in climate policy is increasingly an equal partnership. It offers explanations for previous shortcomings in EU-India climate policy as well as policy recommendations to help ensure more effective cooperation and implementation of policies.

Técnicas de Análisis Regional, Ejercitación y Aplicación: TAREA (versión 2.0): guía de técnicas y manual de uso del sistema computacional

Incluye Bibliografía

CyberAula 2.0: Integration of Moodle with videoconferencing and lecture recording services.

This paper describes the CyberAula 2.0 project which presents an integrated solution for videoconferencing and lecture recording as a mechanism to support subjects which need to be promoted or discontinued within the framework of the European convergence process. Our solution is made up of a web portal, a videoconferencing tool and an economical and easily transportable hardware kit. Recording sessions can be exported to SCORM and LOM compliant files which can be imported by an LMS. The validation process is currently being carried out in five scenarios at our university that use Moodle as a way to deliver content to students.

To Be or Not to Be a Normative Power: The EU’s Promotion of Human Rights and Democracy in Russia. Bruges Regional Integration & Global Governance Papers 2/2013

The ‘Normative Power Europe’ debate has been a leitmotif in the academic discourse for over a decade. Far from being obsolete, the topic is as relevant as when the term was first coined by Ian Manners in 2002.1 ‘To be or not to be a normative power’ is certainly one of the existential dilemmas in the foreign policy of the European Union. This paper, however, intends to move beyond the black-and-white debate on whether the European Union is a normative power and to make it more nuanced by examining the factors that make it such. Contrary to the conventional perception that the European Union is a necessarily ‘benign’ force in the world, it assumes that it has aspirations to be a viable international actor. Consequently, it pursues different types of foreign policy behaviour with a varying degree of normativity in them. The paper addresses the question of under what conditions the European Union is a ‘normative power’. The findings of the study demonstrate that the ‘normative power’ of the European Union is conditioned upon internal and external elements, engaged in a complex interaction with a decisive role played by the often neglected external elements.

L'Union européenne face aux BRICS dans la gouvernance mondiale: Une réponse efficace? = The European Union facing the BRICS countries in world governance: an effective response? Bruges Regional Integration & Global Governance Paper 2/2014

Le présent travail se concentre sur deux principaux acteurs du monde en évolution, l'Union européenne (UE) et l'ensemble des pays BRICS, et le défi que posent collectivement ces derniers à la première sur la base de leurs poids économique et politique accrus dans le cadre de la gouvernance mondiale. On fait valoir que la doctrine d’un « multilatéralisme efficace » décrivant la position de l’UE sur la gouvernance mondiale est de plus en plus remise en cause par les BRICS dont l’approche repose sur un autre principe : celui d’un « multilatéralisme relationnel ». Afin de pouvoir analyser comment l’UE réagit à la confiance et la cohérence croissante des BRICS dans les instances internationales, ce travail examine la réponse de l’UE dans trois domaines de la gouvernance mondiale que sont le commerce, le changement climatique et la sécurité internationale. Ceci permet d’évaluer dans quelle mesure les différentes institutions européennes mettent en œuvre ce que ce travail qualifie de « réponse efficace » à la montée en puissance des BRICS. Au terme de l’analyse, cette étude s’attache à souligner que la réaction des institutions de l’UE à l'influence grandissante des BRICS sur la scène internationale ne peut être considérée comme efficace que dans le domaine du changement climatique.

The European Union’s Regionalism Diplomacy in Africa: An English School Approach. Bruges Regional Integration & Global Governance Papers [BRIGG] #2.2015

This paper proposes an innovative analytical approach to regionalism promotion by the European Union (EU) in Africa. The approach pursues the dual aim of accommodating African approaches to regionalism in EU foreign policy analysis and of expounding the centrality of diplomacy in negotiating a renewed EU-African Union relationship. The concept of ‘regionalism diplomacy’ brings the negotiated and contentious nature of EU regionalism promotion to the fore. The paper espouses contemporary English School thinking about ‘international society’ and argues that EU regionalism promotion cannot just remain the expansion of European regional international society onto Africa. Instead, EU regionalism diplomacy should acknowledge and incorporate the anticolonial pan-African roots of African regionalism. Overall, the EU should seek a more diplomacy-focused, negotiated Africa-Europe interregional relationship. The paper concludes with an outline of a pan-African approach to regionalism diplomacy and avenues for future research.

Digital kids, analogue students : a mixed methods study of students' engagement with a school-based Web 2.0 learning innovation

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

something 2.0

In ‘something 2.0’, a section of a Hollywood film is re-edited to include textual elements that appear as ‘Pinocchio-ish’ protrusions from the actors faces. As they sit in what appears to be an interview or therapy session, this re-editing and looping imposes a new fictionalized narrative upon the characters. The histrionic yet vague nature of the text, and its imperfect integration into the footage, can be read as both a comical imposition and a failed critical gesture, both speaking to the complications involved in the relationship of the artist and the fan as they engage with popular culture. Thw work was included in the group show 'Perfection' part of the Metro Arts Artistic Program 2008.

The incorporation of web 2.0 into learning design : an implementation model from the perspectives of teachers and students

This paper summarises some of the recent studies on various types of learning approaches that have utilised some form of Web 2.0 services in curriculum design to enhance learning. A generic implementation model of this integration will then be presented to illustrate the overall learning implementation process. Recently, the integration of Web 2.0 technologies into learning curriculum has begun to get a wide acceptance among teaching instructors across various higher learning institutions. This is evidenced by numerous studies which indicate the implementation of a range of Web 2.0 technologies into their learning design to improve learning delivery. Moreover, recent studies also have shown that the ability of current students to embrace Web 2.0 technologies is better than students using existing learning technology. Despite various attempts made by teachers in relation to the integration, researchers have noted a lack of integration standard to help in curriculum design. The absence of this standard will restrict the capacity of Web 2.0 adaptation into learning and adding more the complexity to provide meaningful learning. Therefore, this paper will attempt to draw a conceptual integration model which is being generated to reflect how learning activities with some facilitation of Web 2.0 is currently being implemented. The design of this model is based on shared experiences by many scholars as well as feedback gathered from two separate surveys conducted on teachers and a group of 180 students. Furthermore, this paper also recognizes some key components that generally engage in the design of a Web 2.0 teaching and learning which need to be addressed accordingly. Overall, the content of this paper will be organised as follows. The first part of the paper will introduce the importance of Web 2.0 implementation in teaching and learning from the perspective of higher education institutions and those challenges surrounding this area. The second part summarizes related works done in this field and brings forward the concept of designing learning with the incorporation of Web 2.0 technology. The next part presents the results of analysis derived from the two student and teachers surveys on using Web 2.0 during learning activities. This paper concludes by presenting a model that reflects several key entities that may be involved during the learning design.