ORCID Profile
0000-0002-2602-601X
Current Organisations
Australian National University
,
Royal Holloway University of London
,
King's College London
,
University of Sheffield
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: ACM
Date: 11-07-2023
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-2515-0.CH002
Abstract: This chapter explores how the Web 2.0 principle of the Web as a platform was applied in the context of a development aid-funded project aimed to enhance online collaboration capacities of 17 Civil Society Organisations (CSOs) in five West African Nations. The main issues confronted in the project related to the linear project design and a misconceptualisation of technology as an input, thus separating the design and implementation processes from the ultimate collaboration aims that are desired outcomes. It is therefore argued that technology-mediated collaboration initiatives within development cooperation contexts can draw from underlying Web 2.0 principles, but that these principles could more usefully be linked to development concepts in order to further enable critical reflection by primary stakeholders, so as to include them in all aspects of technology design. By focusing less on technology provision and more on the capacity of users to assess their own emergent needs has potentially more important long-term collaboration impacts.
Publisher: Grupo Comunicar
Date: 2019
DOI: 10.3916/C58-2019-05
Abstract: The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring socio-political issues of access and participation by marginalized populations. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination. El rol de los medios digitales y el aprendizaje a menudo ha sido sinónimo del uso de recursos educativos abiertos en entornos institucionales formales. Además, el aprendizaje abierto y a distancia (ODL) ha sido criticado por centrarse estrictamente en los objetivos educativos, ignorando las cuestiones sociopolíticas de acceso y de participación de las poblaciones marginalizadas. Este estudio examina las experiencias de vida de un grupo de trabajadoras domésticas migrantes (N=20) en Singapur que asisten a Open University. Los medios móviles y las redes sociales complementan los recursos ODL para permitir prácticas abiertas de consumo, producción e intercambio en contextos distribuidos de aprendizaje digital. Los estudiantes marginalizados intervinieron en actividades participativas y colaborativas, con prácticas de privacidad específicas de acuerdo a sus posiciones sociales. El aprendizaje digital condujo a un aprendizaje sustantivo para el empoderamiento personal y la transformación social, con estrategias de aspiración que a menudo involucran habilidades digitales. La discusión reflexiona sobre la gestión de identidades en entornos digitales formales e informales como un medio para transformar los discursos sociales de discriminación.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5942-1.CH023
Abstract: This chapter explores how the Web 2.0 principle of the Web as a platform was applied in the context of a development aid-funded project aimed to enhance online collaboration capacities of 17 Civil Society Organisations (CSOs) in five West African Nations. The main issues confronted in the project related to the linear project design and a misconceptualisation of technology as an input, thus separating the design and implementation processes from the ultimate collaboration aims that are desired outcomes. It is therefore argued that technology-mediated collaboration initiatives within development cooperation contexts can draw from underlying Web 2.0 principles, but that these principles could more usefully be linked to development concepts in order to further enable critical reflection by primary stakeholders, so as to include them in all aspects of technology design. By focusing less on technology provision and more on the capacity of users to assess their own emergent needs has potentially more important long-term collaboration impacts.
Publisher: Wiley
Date: 28-09-2019
DOI: 10.1111/ISJ.12226
Publisher: Springer International Publishing
Date: 2018
Publisher: Wiley
Date: 05-2017
Publisher: Springer Science and Business Media LLC
Date: 25-10-2017
Publisher: Springer International Publishing
Date: 2017
DOI: 10.1007/978-3-319-59111-7_64
Abstract: Open development is the public, networked sharing of communication and information resources towards a process of positive social transformation. Open development likewise imposes a challenge, because new actors, practices and problems of inequality are introduced. Accountability at its core is meant to redress issues of power and inequality [1], thus offering potential to improve open development processes and initiatives. However, the distinct and innovative characteristics of open processes render some concepts of accountability inadequate. This article compares three purposes and perspectives on accountability for their relevance to open development. The purpose of which is to suggest future areas of research and theoretical development in this field.
Publisher: University of Alberta Libraries
Date: 06-04-2009
DOI: 10.21432/T2630W
Abstract: At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. Résumé : Au Centre d’études sur l’apprentissage et la performance (CEAP) de l’Université Concordia à Montréal, Québec, nous avons conçu le logiciel de portfolio électronique réflexif pour l’apprentissage des élèves (PERLE) afin d’encourager l’apprentissage autorégulé chez les élèves et d’accroître leurs compétences de base. Cet article présente un résumé de la documentation sur les portfolios électroniques, une description de PERLE, ainsi que nos résultats de recherche documentés à ce jour, y compris des analyses des réponses des enseignants et des élèves. Les participants à cette étude se composaient de 62 enseignants, la plupart dans des écoles primaires, et de leurs élèves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Québec. Les réponses des élèves et des enseignants au posttest suggèrent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont été perçus de manière positive et qu’ils ont été suffisamment assimilés pour se traduire par de nouvelles compétences chez les élèves. En revanche, les enseignants ont mentionné qu’enseigner les stratégies d’apprentissage autorégulé était nouveau et que cela exigeait de modifier leurs stratégies d’enseignement pour en adopter d’autres auxquelles ils n’étaient pas encore habitués. Les groupes de discussion ont également fait ressortir les défis liés à l’utilisation des portfolios dans le but d’apprendre l’autorégulation aux enfants. Enfin, l’analyse des portfolios des élèves a révélé que seulement une petite portion des travaux d’élèves démontrait des niveaux élevés d’autorégulation.
Publisher: Wiley
Date: 03-2014
Publisher: SAGE Publications
Date: 07-2023
Location: United Kingdom of Great Britain and Northern Ireland
Location: Mexico
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Caitlin Bentley.