1,720,970 research outputs found
BRIDGES - designing a European Digital Education Hub (EDEH) to support networked digital learning as we transition from Emergency Remote Teaching (ERT) to effective post-digital education.
No full textWorkshop convener to explore the transition from Emergency Remote Teaching to effective post-digital education in relation to educator stakeholder requirements for a European Digital Education Hub to support networked learnin
Industry5.0 and sociotechnical theory: theoretical underpinnings
No full textAs the European manufacturing sector has increasingly embraced the Industry4.0 (I4.0) paradigm of near-total automation based on connectivity, data, robotics and machine learning algorithms, there has been a tendency to overlook the role of the humans in the loop. In this regard, I4.0 can be seen as technologically deterministic, with humans acting as an organic part of the overall machine. However, the latest moves within the sector – Industry5.0 (I5.0) - has seen an increasing re-emphasis of the wider social value of manufacturing where the knowledge and skills of humans add value to industrial processes. It also foregrounds the role of manufacturing in the wider context of a society and the need to reflect and promote societal goals, such as prosperity, resilience, environmental sustainability, inclusivity, equality, and mental and physical health & wellbeing. These ideas are conceptually underpinned by Sociotechnical Theory, which highlights the interdependencies between people and technologies. This paper explores the origins of sociotechnical theory, what it means for I5.0, and how the European Commission has applied it to I5.0 drives towards human-centric, resilient and sustainable manufacturing. It argues for a mindset change with the introduction of I5.0 from profit-above-all to prosperity-for-all
Empty classrooms and disconnected students in the age of AI
No full textUniversities face an urgent need to accelerate change in how they teach – and think about teaching – to reconnect students’ digital lifestyles with the way they learn
Understanding the importance of Gender Action Planning in EC Horizon projects: a case study
No full textAgainst a backdrop of continued gender challenges within the European manufacturing and technology domains, and wider society in general, such as gender balance and inequality, the gender pay gap, the glass ceiling/sticky floor, the glass cliff, the invisible woman and the under-representation of women in STEM careers and senior positions, and framed within the latest European Commission guidelines and requirements on equality, diversity and inclusion, this paper will report on the actions and research undertaken by the voluntary Gender Action Planning (GAP) team within a large, multinational, complex Industry4.0 Horizon2020 research and innovation project to try to address gender inequalities and gender balance, as well as to provide safe spaces, supportive communities and raised awareness of gender issues over the four year lifespan of the project. It is hoped that the learning from the GAP team may provide a good exemplar for future Horizon programme proposal submissions where a Gender Plan is now a mandated requirement
Enhancing the Student Experience: Integrating MOOCs into Campus-Based Modules
No full textMassive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). In some cases, these courses are becoming integrated into institutions, to such an extent that they are being incorporated in the on-campus curriculum. There are a range of benefits which learners can enjoy when undertaking a university module in which participating in a MOOC is part of the syllabus, such as participating in wider learning communities, and accessing state-of-the-art learning materials. However, at the moment it is not easy to evaluate the outcome of integrating MOOCs into traditional university modules, as there is not yet a great deal of research reporting on the area. To address this research gap, this paper reports on a socio-technical intervention in which 46 undergraduates on the Online Social Networks module at the University of Southampton also had the Learning in the Network Age and Power of Social Media FutureLearn MOOCs, and an offline support programme, integrated into the syllabus for revision purposes. Learners were surveyed before the module started to establish their prior experience of and attitudes to MOOCs. In order to reach an assessment of the effectiveness of the intervention, the module final grades and result profile, the learners assessed reflections and the anonymized end-of-module feedback forms were analyzed. The module grade average increased by three percent, moving up a band, and the number of top grades awarded doubled. However, learner reflections and feedback were rather more mixed, with equal numbers of learners finding MOOCs of great value for deepening understanding as those who gained little benefit from the experience. Such diversity of outcomes led the researchers to a discussion of the barriers affecting a socio-technical approach to HE teaching and learning
Security Implications of Interoperability
No full textThe presented paper investigates the relationship between interoperability and system security. This is mainly an optimisation problem, since making a system interoperable means that some APIs need to be exposed, which can potentially open the system to malicious attacks. The paper explores the use of the System Security Modeller (SSM) tool which allows an assessment of the cost of interoperability by calculating the security risks. The security implications of interoperability are illustrated through a case study representing a smart manufacturing scenario
Enhancing the student experience: integrating MOOCs into campus based modules
No full textMassive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). According to Class Central, over 1500 courses started in May 2017 alone. In some cases, these courses are becoming integrated into institutions, to such an extent that they are being incorporated in the on- campus curriculum. Externally-facing MOOCs are being used as part of face-to- face modules, often with the aim of leveraging the networked learning opportunities that these kind of open courses offer.There are a range of benefits which learners can enjoy when undertaking a university module in which participating in a MOOC is part of the syllabus. Firstly, there is the opportunity to learn from the latest research in the subject, often before it is published more formally. Secondly, they can collaborate not only with their peers, but with a global learning community, exposing learners to a significant diversity of ideas, approaches, experience and knowledge. Thirdly, there are all the well reported benefits to being able to study where, when and with whom you chose.There are also benefits to the creator university beyond that of developing teaching resources. Learners’ engagement with the content may help to co-create research in real time, both for academic research and for research into MOOCs themselves. In addition, complex materials such as network maps or interactive games that have been developed for a MOOC at considerable care and expense, and been subjected to thorough quality assurance processes, can also be reused in other contexts within the university, for example for student recruitment or staff development purposes. In summary, there are a wide range of opportunities emerging from the integration of MOOCs into the classroom. However, at the moment it is not easy to evaluate the outcome of integrating MOOCs into traditional university modules, as there is not yet a great deal of research reporting on the area. Moreover, there are a wide range of methods that have been and can be used to this end: the participation in the MOOC may or may not be assessed; the role of the MOOC within the module can vary (teaching, revision, primer...etc); the role of on-campus learners can vary from mere participants to teaching assistants or content producers; the proportion of the MOOC learning materials used as module materials can also vary; and the timelines of the module in relation to the MOOC can also be very diverse. It is therefore important to assess the effectiveness of various initiatives in order to find the optimal internal uses of MOOCs.This paper reports on a socio-technical intervention in which 46 undergraduates on the Online Social Networks module at the University of Southampton also had the Learning in the Network Age and Power of Social Media FutureLearn MOOCs, and an offline support programme, integrated into the syllabus for revision purposes. Learners were surveyed before the module started to establish their prior experience of and attitudes to MOOCs. In order to reach an assessment of the effectiveness of the intervention, the module final grades and result profile, the learners assessed reflections and the anonymised end-of-module feedback forms were analysed. The module grade average increased by three percent, moving up a band, and the number of top grades awarded doubled. However, learner reflections and feedback were rather more mixed, with equal numbers of learners finding MOOCs of great value for deepening understanding as those who gained little benefit from the experience. Such diversity of outcomes led the researchers to a discussion of the barriers affecting a socio-technical approach to HE teaching and learning.<br/
The engaged student ideal in UK higher education policy
No full textThe UK Government’s Green Paper (BIS in Fulfilling our potential: teaching excellence, social mobility and student choice. BIS, London, 2015), White Paper (BIS in Success as a knowledge economy: teaching excellence, social mobility and student choice. BIS, London, 2016a) and Higher Education and Research Bill (http://www.publications.parliament.uk/pa/bills/cbill/2016-2017/0004/17004.pdf, 2016) appear to be premised on a normative student ideal in UK higher education policy. This ideal student presupposes a transactional model of student engagement, which relies on the accumulation of knowledge capital by a systemic subject. The current government vision forms part of a long-term shift away from the discourse of social democracy since the policies of the 1960s. This shift towards neoliberal political economy is reflected in the legislation to establish the Office for Students, United Kingdom Research and Innovation and the Teaching Excellence Framework (BIS 2015, 2016a; BIS in Teaching excellence framework: technical consultation for year two. BIS, London, 2016b). Rather than adding to the transactional view of student engagement based on the neoliberal student ideal, this article explores the democratic idea of a higher education multitude in which there might be a more nuanced pedagogic and socio-technical understanding of student engagement for further policy developments
Dataset to support the University of Southampton Doctoral Thesis "Understanding the networked student: how Personal Learning Networks are used for learning"
No full textCleaned data with interaction totals included. 98,442 lines, and Network size totals. Collected using iSurvey via a survey embedded in the Learning in the Network Age FutureLearn MOOC.</span
Collaborative social learning: rewards and challenges in mainstream higher education
No full textThis paper introduces the theoretical framework and design rationale for an innovative undergraduate module entitled “Living and Working on the Web” at the University of Southampton. The module design is based on the principles of collaborative social learning and the co-construction of knowledge. At the workshop a model of best practice will be presented, featuring a ‘blog-comment-reflect-feedback’ cycle, which has derived from the synthesis of relevant literature and which will be reflected upon through an informal content analysis of the students’ blogs
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