Interactive and Augmented Information Spaces to Support Learning and Dynamic Decision-Making
Abstract
The rise of mainstream virtual learning environments has facilitated the operation of information spaces to support display, simulation, and interactive modelling. As well as disseminating information and knowledge, they can also be used to accumulate learning as each user is also a potential contributor. This paper examines the use of information environments to support mobile learning and dynamic decision making and the extent to which physical or social space can support the application. Such applications are not limited to the traditional data analysis and modelling functions but can be extended to include storytelling, theatre, and other aspects of the arts and the entertainment industry.Version
No full-text available in the repositoryCitation
Robison DJ, Earnshaw RA and McClory P (2009) Interactive and Augmented Information Spaces to Support Learning and Dynamic Decision-Making. In: Proceedings of the 2013 International Conference on Cyberworlds 2009: 305-311.Link to Version of Record
https://doi.org/10.1109/CW.2009.11Type
Conference paperScopus Count
Collections
Related items
Showing items related by title, author, creator and subject.
-
Collaborative Learning and the Co-design of Corporate Responsibility. Building a Theory of Multi-Stakeholder Network Learning from Case Studies of Standardization in Corporate Responsibility.This thesis examines the collaborative development of corporate responsibility (CR) standards from the perspective of organisational learning theory. The author proposes that standards development projects can be understood as Network Learning episodes where learning is reflected in changes in structures, interpretations and practices accompanied by learning processes. Network Learning alone is seen as insufficient to reflect the diverse contributions and outcomes in the special case of CR standards. Concepts from multi-stakeholder learning like the role of dissensus in learning and the empowerment of weaker stakeholders are therefore used to create a synthesis of the two theories in a single conceptual framework. This framework is then tested against a pilot case and three case studies of corporate social responsibility (CSR) standards including the development of the new ISO international standard on social responsibility (SR). The data validates and extended this framework to yield a Multi-Stakeholder Network Learning theory capable of describing the how participants and non-participant stakeholders learn in this context. New concepts are generated from the data, like dislocated learning, which demonstrate how participants in the process and those they represent can experience quite different learning outcomes. Stakeholders whose learning is aligned with the learning of their participant representatives truly have a stake in these influential standards. However, where representatives fail to learn from those represented, the latter¿s stake is diminished. By shedding light on the mechanisms of effective collaborative learning this work contributes to learning theory, the practice of standardization and the normative stakeholder empowerment agenda.
-
Team-Based Learning Approach for the Delivery of Over-the-counter Module in the Faculty of Pharmacy in JordanTeam-based learning is an active learning strategy that focuses on student’s engagement, development of critical thinking, and transferable skills needed in the workplace. While many pharmacy faculties around the world have applied team-based learning into their curriculums, the implementation of team-based learning into the Middle East is still in the experimental phase and poses its own challenges. This reflective statement elaborates on our experience and feedback of implementing team-based learning for the first time at the pharmacy faculty of Zarqa University in Jordan through the delivery of over-the-counter module.
-
A Systems Approach to the Development of Enhanced Learning for Engineering Systems Design AnalysisThis paper considers the importance of applying sound instructional systems design to the development of a learning intervention aimed at developing skills for the effective deployment of an enhanced methodology for engineering systems design analysis within a Product Development context. The leading features of the learning intervention are summarised including the content and design of a training course for senior engineering management which is central to the intervention. The importance of promoting behavioural change by fostering meaningful learning as a collaborative process is discussed. Comparison is made between the instructional design of the corporate learning intervention being developed and the systems engineering based product design process which is the subject of the intervention.
