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Deputy Vice-Chancellor (Academic) - Papers

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Articles 1 - 6 of 6

Full-Text Articles in Social and Behavioral Sciences

Realising The Potential Of Peer-To-Peer Learning: Taming A Mooc With Social Media, Emily Rose Purser, Angela Towndrow, Ary Aranguiz Jan 2013

Realising The Potential Of Peer-To-Peer Learning: Taming A Mooc With Social Media, Emily Rose Purser, Angela Towndrow, Ary Aranguiz

Deputy Vice-Chancellor (Academic) - Papers

ELearning and Digital Cultures, from the University of Edinburgh, was offered on the Coursera platform in January 2013. Over 40,000 enrolled, from every continent. The course was aimed mainly at educators wanting to “deepen their understanding of what it means to teach and learn in the digital age”. As participants, we experienced deep and significant learning, very much through social media. The peer-to-peer learning we engaged in and benefitted from was not traditionally organised ‘group work’ or micro-managed interaction, but something more fluid, open, student-initiated and led, that seems to have gone to the very core of what online ...


Social Network Analysis For Technology-Enhanced Learning: Review And Future Directions, Rory L. Sie, Thomas D. Ullmann, Kamakshi Rajagopal, Karina Cela, Marlies Bitter-Rijpkema, Peter Sloep Jan 2012

Social Network Analysis For Technology-Enhanced Learning: Review And Future Directions, Rory L. Sie, Thomas D. Ullmann, Kamakshi Rajagopal, Karina Cela, Marlies Bitter-Rijpkema, Peter Sloep

Deputy Vice-Chancellor (Academic) - Papers

By nature, learning is social. The interactions by which we learn from others inherently form a network of relationships among people, but also between people and resources. This paper gives an overview of the potential social network analysis (SNA) may have for social learning. It starts with an overview of the history of social learning and how SNA may be of value. The core of the paper outlines the state-of-art of SNA for technology-enhanced learning (TEL), by means of four possible types of SNA applications: visualisation, analysis, simulation, and interventions. In an outlook, future directions of SNA research for TEL ...


Editorial: Social Inclusion--Are We There Yet?, Kimberley Mcmahon-Coleman, Alisa Percy, Bronwyn James Jan 2012

Editorial: Social Inclusion--Are We There Yet?, Kimberley Mcmahon-Coleman, Alisa Percy, Bronwyn James

Deputy Vice-Chancellor (Academic) - Papers

This special edition of the Journal of Academic Language and Learning arose out of a Forum titled Critical Discussions about Social Inclusion held at the University of Wollongong, Australia in June 2011. It was organised by academic language and learning educators from five different universities: Ingrid Wijeyewardene from the University of New England, Helen Drury from the University of Sydney, Caroline San Miguel from the University of Technology Sydney, Stephen Milnes from the Australian National University, and ourselves from the University of Wollongong. Initially funded by a grant from the Association for Academic Language and Learning, this funding was later ...


Social Learning, Critical Reflection And The Perception Of Facticity In Deliberation On Water Reuse, Gregory R. Hampton Jan 2012

Social Learning, Critical Reflection And The Perception Of Facticity In Deliberation On Water Reuse, Gregory R. Hampton

Deputy Vice-Chancellor (Academic) - Papers

Critical reflection involves the uncovering and understanding of the assumptions, which are made in the development of knowledge and the establishment and perception of facts. A capacity to understand the development of facts is proposed as an important outcome of social learning. The public perception of the facticity of expert scientific and technological knowledge is analysed in four sets of workshops conducted with publics who utilised recycled water, were within close proximity to water recycling schemes or lived in an area where planned water recycling schemes were to be implemented. The purpose of these workshops was to develop a social ...


Social Inclusion As An Unfinished Verb: A Practice-Based Approach, Lynne Keevers, Pamela Abuodha Jan 2012

Social Inclusion As An Unfinished Verb: A Practice-Based Approach, Lynne Keevers, Pamela Abuodha

Deputy Vice-Chancellor (Academic) - Papers

The Australian Government has embarked on a social inclusion agenda that includes ambitious targets to increase and widen participation in higher education. From the evidence to date their approach to social inclusion in higher education focuses attention on statistical indicators of "proportional representation". Most of the available measures of social inclusion and exclusion have an individualistic focus and tend to characterise social exclusion as a "state" in which people are assumed to be "excluded" from access to higher education. Such a perspective focuses attention on the point of entry but backgrounds how the relational experience of under-represented groups in learning ...


Going Online For Social Change: Techniques, Barriers And Possibilities For Community Groups, Colin Salter Jan 2011

Going Online For Social Change: Techniques, Barriers And Possibilities For Community Groups, Colin Salter

Deputy Vice-Chancellor (Academic) - Papers

Going online can significantly assist a community group to meet its aims. Many open source technologies are designed to embody decentralised and collaborative authorship, facilitating a group's ability to share its message with a much broader audience - and on its terms. By reflecting on the techniques adopted by the Sandon Point Community Picket in going online, and how the approach mirrored their grassroots campaign, we can explore the how alongside the why of working for social change. Challenges faced, their implications, and what we can learn from them can also be considered.