Jon Mason
Charles Darwin University, College of Education, Faculty Member
- Inquiry Based Learning, Knowledge Management, Knowledge Models, Question Generation, Why-questioning, E-learning, and 36 moreInsight Meditation, Buddhist Philosophy, Sense-Making, Metadata, Learning and Cognition, e-Learning standards, Open Educational Resources (Education), Sense Making and Meaning, Indigenous Research Methodologies, Indigenous Knowledge, Anthropology of Knowledge, Technology, Trust, Learning Sciences, Reflective Practice, Collaborative Learning, Problem-Based Learning, Standards, Scaffolding, Trust Theory (Evolution of cooperation), Design thinking, Open Educational Resources (OER), Mindfulness, Mindfulness in Effective Teaching and Learning, Open Educational Practices, Philosophy of Technology, Ontological Question Answering System, Ontology (Computer Science), Ontologies, Knowledge representation, Semantic web, Cloud computing, Ontology based data access, Knowlede management, Questioning, Natural User Interfaces, Emergent Literacy, Digital Futures, Futures Studies and Foresight, Using Digital Technology for Learning Mathematics, and Social Sciencesedit
- My research interests are at the nexus of digital learning, knowledge-based systems, inquiry techniques, sense-making... moreMy research interests are at the nexus of digital learning, knowledge-based systems, inquiry techniques, sense-making, and the cultivation of wisdom.I am currently a Senior Lecturer within the College of Education at Charles Darwin University (CDU) in Australia. I first joined CDU in 2012 as Director of e-Learning for the Centre for School Leadership. Previously, I have worked as a consultant in digital learning and knowledge management in the government and education sectors, engaging in a range of international standardization activities since 1998. From 2005-2007 I was the Editor of the International e-Framework for Education and Research, a collaborative project involving Australia, New Zealand, the UK, and the Netherlands focused on re-specifying IT systems used in higher education as composite services. Earlier appointments included a number of senior roles for education.au limited, a ministerial non-profit agency formed in 1997 for the purpose of leading collaborative projects focused on ICT for the Australian Education and Training sector. I have served on a number of journal editorial boards and am currently an elected member of the executive committee of the Asia Pacific Society for Computers in Education.edit
'Fake news' is now embedded as an everyday term in the media. This has significant consequences for educational curricula. In this paper, we explore the broader context of the misrepresentation of data and the critical thinking and... more
'Fake news' is now embedded as an everyday term in the media. This has significant consequences for educational curricula. In this paper, we explore the broader context of the misrepresentation of data and the critical thinking and discernment skills necessary to detect it. Increasing ubiquity of data sources and the growing prominence of big data are key developments alongside innovations in digital technology such as analytics for teaching and learning, virtual reality, augmented reality, the Internet of Things, and artificial intelligence. Such innovations in technology are all promising for education; however, these innovations are all taking place within a context of a growing data-driven era. For two decades now, we have been hearing about '21 st century skills' and core competencies such as collaboration, critical thinking, communication, and creativity together grouped with digital technology skills citizenship skills. When it comes to 'digital literacy' or 'digital literacies' there has been a moving feast of options and models. With all the eye-catching infographics and data visualization tools available we are needing to develop better discernment skills – spotting fake news and irresponsible reporting. In other words, we need skills in 'data literacy' and the key question we explore in this short paper is: in what ways can the k-12 curriculum be developed to scaffold data literacy? In contextualizing the problem, we provide a few examples of leading practice and suggest some directions to explore further.
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Smart learning environments (SLEs) utilize a range of digital technologies in supporting learning, education and training; they also provide a prominent signpost for how future learning environments might be shaped. Thus, while innovation... more
Smart learning environments (SLEs) utilize a range of digital technologies in supporting learning, education and training; they also provide a prominent signpost for how future learning environments might be shaped. Thus, while innovation proceeds, SLEs are receiving growing attention from the research community, outputs from which are discussed in this paper. Likewise, this broad application of educational digital technologies is also the remit of standardization in an ISO committee, also discussed in this paper. These two communities share a common interest in, conceptualizing this emerging domain with the aim to identifying direction to further development. In doing so, terminology issues arise along with key questions such as, 'how is smart learning different from traditional learning?' Presenting a bigger challenge is the question, 'how can standardization work be best scoped in today's innovation-rich, networked, cloud-based and data-driven learning environments?' In responding, this conceptual paper seeks to identify candidate constructs and approaches that might lead to stable, coherent and exhaustive understanding of smart learning environments, thereby providing standards development for learning, education and training a needed direction. Based on reviews of pioneering work within smart learning, smart education and smart learning environments we highlight two models, a cognitive smart learning model and a smartness level model. These models are evaluated against current standardization challenges in the field of learning, education and training to form the basis for a development platform for new standards in this area.
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Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: Will cultural differences influence the manner in which roles are... more
Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: Will cultural differences influence the manner in which roles are adopted within collaborative learning? In this study, a correlation analysis was used to explore the relationship between cultural factors and emerging roles among collaborating students from two universities in different countries (China and USA). The cultural factors that might hypothetically affect their collaboration were approximated to thinking styles by using Sternberg's thinking styles inventory. The roles that students adopted according to preferences were coded with an adapted coding scheme. The results indicate a significant relationship between student thinking styles and the adopted roles of students. This finding implies that cultural factors, exhibited as thinking styles, could explain the emerging roles that are adopted in Computer-Supported Collaborative Learning (CSCL). The results could guide teachers in assigning appropriate roles to students with different backgrounds to improve the efficiency of collaboration during cross-cultural CSCL.
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Discrimination can be said to take place during early childhood when the difference between safety and danger are detected even though notions of real and imaginary may still be blurred. Importantly, the versatility of this construct... more
Discrimination can be said to take place during early childhood when the difference between safety and danger are detected even though notions of real and imaginary may still be blurred. Importantly, the versatility of this construct reaches further into lifelong learning and is used in this paper as a means of distilling a range of competencies that are invoked by terms such as information literacy, digital literacy, media literacy, e-literacy, ethical responsibility, global citizenship, and the 'getting of wisdom'. Following a meta-analysis of the various ways in which 21 st century skills are elucidated we propose a conceptual realignment of the foundation skills of education to include being discriminate (discerning) alongside being literate and numerate. Motivation for doing so arises from two sources: (1) a perceived privileging of literacy and numeracy – particularly in the context of high-stakes testing; and, (2) the converse of this situation in which literacy and numeracy appear to have a diminished presence within the '21 st century skills' agenda. A gap between these agendas becomes more prominent when considering that our interactions with the world are increasingly configured by increasing production and consumption of data from an increasing diversity of sources.
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This paper explores how mindfulness exercises and body awareness can support teacher well-being. Combining narrative inquiry and participatory action research this paper documents perspectives of participants and researchers involved in... more
This paper explores how mindfulness exercises and body awareness can support teacher well-being. Combining narrative inquiry and participatory action research this paper documents perspectives of participants and researchers involved in trialling mindfulness in movement practices for teachers in the Northern Territory in Australia. These practices were introduced as part of a pilot study focused on teacher well-being and in response to what we perceived to be the lack of attention given to intrapersonal development in well-being matrices. Through these cycles of workshops and inquiries, we came to learn embodied awareness practice that is situated within a sense of place became an important support for teacher resilience. Although nearly one hundred teachers have participated in these programs, we draw upon the narratives told by one early career teacher as an exemplar of how these practices might play out in the workplace. The auto-ethnographic accounts that intersperse this paper offer insight into the visceral tensions embodied in re-location, location, and the complex (and at times) alarming challenges faced by a beginning teacher in a middle school. Here knowledge, skills and embodied learning must be marshalled and enacted amid the dynamics of what is self-described here as the contact zone of the classroom. These personal narratives of lived experience provide insights into how this form of intrapersonal learning can have benefit for teacher well-being. The paper concludes by raising questions that might direct the profession to formally pursue applications of mindfulness in school well-being agendas.
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In providing a meta-analysis of a series of workshop papers and questions arising on the emergent field of learning analytics, this paper contributes to the ongoing formation of a shared research agenda. The first ICCE Learning Analytics... more
In providing a meta-analysis of a series of workshop papers and questions arising on the emergent field of learning analytics, this paper contributes to the ongoing formation of a shared research agenda. The first ICCE Learning Analytics workshop in 2014 demonstrated the effectiveness of a focused questioning session for collecting relevant data beyond the content of the papers themselves. In December 2014, approximately 40 participants attended the workshop held in Nara, Japan, and contributed to the collection of open research questions. Six papers were presented covering topics including scope; interoperability standards; privacy and control of individual data, extracting data from learning content and processes; and the development of conceptual frameworks. These papers established a base from which the group generated a set of questions that invite further investigation. Utilising the first stage of the Question Formulation Technique, a pedagogical approach designed to stimulate student inquiry, a prominent finding from the workshop that questions emerging from focused inquiry provide a useful set of data in their own right. With an explicit workshop focus on learning analytics interoperability, this paper reports on the emergent issues identified in the workshop and the kinds of questions associated with each issue in the context of current research in the field of learning analytics. The study considers the complexity arising from the fact that data associated with learning is itself becoming a digital learning resource while also enabling analysis of learner behaviours and systems usage.
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Moving learning analytics from the research labs to the classrooms and lecture halls requires data sharing. Data are not any longer gathered in controlled settings but have to be combined from different sources within the institution and... more
Moving learning analytics from the research labs to the classrooms and lecture halls requires data sharing. Data are not any longer gathered in controlled settings but have to be combined from different sources within the institution and maybe beyond. This scaling up of learning analytics raises a host of questions on behalf of the data subjects providing requirements for design of new solutions and practices. This paper analyses a corpus of more than 200 questions gathered by a European learning analytics support action and explores how these questions could be used to understand the problem space of data sharing and the solution space to be carved out by research and development within this emerging field of learning technologies. The paper concludes the discussion on data sharing and big data for education is still at an early stage, where conceptual issues dominate and there is a long way to go before one can move towards solving issues of technical development and implementation.
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In this short paper, we describe issues resulting from a lack of clarity in understanding the nomenclature of numeracy in mathematics education at the school level and consider some of the underlying foundational structures of... more
In this short paper, we describe issues resulting from a lack of clarity in understanding the nomenclature of numeracy in mathematics education at the school level and consider some of the underlying foundational structures of mathematical thinking. The purpose of the paper is to open a conversation about shifting the focus from the narrower conceptual boundaries concerning numeracy by considering theoretical perspectives that describe mathematical thinking as a form of intelligence on the one hand, and as a skill within the paradigm of 21 st century skills, on the other. We identify a number of questions to be considered in teaching mathematics and specifically in contexts where digital technology is utilised.
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This conceptual paper positions the emergent emphasis of open educational practices (OEP) as it relates to the development of 21 st century competencies (21CC) in marginalized learner populations of the Northern Territory in Australia. It... more
This conceptual paper positions the emergent emphasis of open educational practices (OEP) as it relates to the development of 21 st century competencies (21CC) in marginalized learner populations of the Northern Territory in Australia. It identifies a convergence between a growing open agenda in education and the movement concerned with articulating and promoting the development of 21 st century competencies with an emphasis on the empowerment of learners from multilingual and Indigenous backgrounds. By looking at theories from Friere, Yolŋu Learning on Country, Distance Education and English as Another Language approaches, this work considers the entrepreneurial learner from a number of specific perspectives that can enhance the uptake of deeper learning exemplified in 21CC, via innovative learning design of OEP.
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Through presentation of a personal account of the emergence of Education Network Australia (EdNA) in 1995 through to its eventual demise some 15 years later this article uses narrative inquiry to reflect upon a number of critical issues... more
Through presentation of a personal account of the emergence of Education Network Australia (EdNA) in 1995 through to its eventual demise some 15 years later this article uses narrative inquiry to reflect upon a number of critical issues regarding the sustainability of learning communities and of the digital infrastructure that is developed to support them. 'Digital amnesia' is introduced as a construct to describe practices that ultimately led to the disappearance of digital content and services associated with Internet domains associated with EdNA – and hence the learning community associated with it. EdNA's demise is described in terms of squandering social and community capital. The formation of a new entity and services intended to fill the service vacuum has shown little evidence of a sustainable approach or an understanding of the affordances of digital technology, particularly with regards to information stewardship. A number of lingering questions are teased out from the narrative and together represent a challenge for further inquiry.
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This conceptual paper outlines a cross-disciplinary research agenda focused on situating questioning while engaging with the digital environment. It builds upon earlier research focused primarily in the area of why-questioning that... more
This conceptual paper outlines a cross-disciplinary research agenda focused on situating questioning while engaging with the digital environment. It builds upon earlier research focused primarily in the area of why-questioning that identified significant difference between information and explanation as distinct goals of inquiry. Consequences of this distinction point to limitations of current digital technology, particularly from the perspective of an individual researcher engaging in prolonged, reflective inquiry. The digital environment
offers numerous options to support inquiry but is dominated by the search paradigm in which the informational bias of search engines abbreviate inquiry, and therefore, questioning. While other digital options such as scholarly collection services, social media, and question-answering services also support inquiry there are limits to which these services can provide targeted support for sense-making activities such as in-session questioning, reasoning, interpreting, identifying connections, discerning relationships and implications, evaluating competing explanations, as well as development and validation of understanding. Within the research agenda outlined here the relationship between sense-making and questioning has emerged as a pivotal area to investigate. In a very reflexive way many questions arise – as the scope of this inquiry includes inquiry itself. What can be learned from a focus on questions as data? How might question formulation be supported online? What digital technologies are successfully used to support sense-making? In what ways might human-computer interfaces be further developed in order to scaffold deep and prolonged in-session questioning? In what ways might ontologies of questioning support such an endeavour? While situated at the nexus of educational research and information science, this research agenda is both informed by, and positioned to inform, other domains of research and innovation, including human-computer interaction, knowledge management, and communications design. Of particular interest is how application of the Question Formulation Technique and recent innovations in automated Question Generation might be utilized.
offers numerous options to support inquiry but is dominated by the search paradigm in which the informational bias of search engines abbreviate inquiry, and therefore, questioning. While other digital options such as scholarly collection services, social media, and question-answering services also support inquiry there are limits to which these services can provide targeted support for sense-making activities such as in-session questioning, reasoning, interpreting, identifying connections, discerning relationships and implications, evaluating competing explanations, as well as development and validation of understanding. Within the research agenda outlined here the relationship between sense-making and questioning has emerged as a pivotal area to investigate. In a very reflexive way many questions arise – as the scope of this inquiry includes inquiry itself. What can be learned from a focus on questions as data? How might question formulation be supported online? What digital technologies are successfully used to support sense-making? In what ways might human-computer interfaces be further developed in order to scaffold deep and prolonged in-session questioning? In what ways might ontologies of questioning support such an endeavour? While situated at the nexus of educational research and information science, this research agenda is both informed by, and positioned to inform, other domains of research and innovation, including human-computer interaction, knowledge management, and communications design. Of particular interest is how application of the Question Formulation Technique and recent innovations in automated Question Generation might be utilized.
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Report to Web Science Australia of research conducted by the Centre for School Leadership, Learning and Development at Charles Darwin University. This small study set out to gain an overview of which organisations within Australia and... more
Report to Web Science Australia of research conducted by the Centre for School Leadership, Learning and Development at Charles Darwin University.
This small study set out to gain an overview of which organisations within Australia and around the world are actively undertaking ‘open data’ initiatives. Data was collected through a desktop review of existing open data portals; and through an online survey. Many of the agencies reviewed for this project are government departments that seem to be in the first stages of their open data projects; however, there is also a broader base of relevant initiatives not associated with open government. Data from the not-‐for-‐profit organisation WikiLeaks has also been reviewed also submitted data.
There seem to be differing purposes for releasing open data. Most government-‐released datasets appear to consist of data that already existed prior to the start of their open data projects e.g., historical data, data created undertaking their normal business activities, and data that had already been published elsewhere (e.g., budgets and road toll figures). Government open data projects therefore seem to be making public, existing data as a public good. These initial releases of data are sometimes being used to promote the sharing of other datasets, including from within the same organisation. WikiLeaks on the other hand, is not generating its own data and has different motivations to those of governments, but is nonetheless accessing and harvesting large datasets and distributing these openly.
This small study set out to gain an overview of which organisations within Australia and around the world are actively undertaking ‘open data’ initiatives. Data was collected through a desktop review of existing open data portals; and through an online survey. Many of the agencies reviewed for this project are government departments that seem to be in the first stages of their open data projects; however, there is also a broader base of relevant initiatives not associated with open government. Data from the not-‐for-‐profit organisation WikiLeaks has also been reviewed also submitted data.
There seem to be differing purposes for releasing open data. Most government-‐released datasets appear to consist of data that already existed prior to the start of their open data projects e.g., historical data, data created undertaking their normal business activities, and data that had already been published elsewhere (e.g., budgets and road toll figures). Government open data projects therefore seem to be making public, existing data as a public good. These initial releases of data are sometimes being used to promote the sharing of other datasets, including from within the same organisation. WikiLeaks on the other hand, is not generating its own data and has different motivations to those of governments, but is nonetheless accessing and harvesting large datasets and distributing these openly.
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This conceptual paper problematizes a distinction between meaning-making and sense-making as activities that support learning. In framing this distinction, various theoretical perspectives on sense-making are introduced from a range of... more
This conceptual paper problematizes a distinction between meaning-making and sense-making as activities that support learning. In framing this distinction, various theoretical perspectives on sense-making are introduced from a range of disciplines that have direct implication for the ongoing development of the digital environment designed specifically to support learning. The digital environment is replete with choices that enable communication, information-seeking, knowledge sharing, computation, and learning – all made possible by a diversity of technologies. Semantics have a significant computational role in this environment and making sense of it, amidst constantly emerging capabilities, represents opportunities for innovation as well as challenges for digital learning. While meaning-making has a pivotal role in knowledge construction in this environment it is argued that sense-making often precedes it, thereby indicating a specific role for sense-making technologies.
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This chapter introduces a number of theoretical perspectives in presenting an analysis of why the why dimension of inquiry – asking, learning, understanding, knowing, and explaining why – presents challenges and opportunities for the... more
This chapter introduces a number of theoretical perspectives in presenting an analysis of why the why dimension of inquiry – asking, learning, understanding, knowing, and explaining why – presents challenges and opportunities for the design and implementation of technology supported learning environments. Central to this theoretical discussion are epistemological constructs such as ‘becoming to know’ (Jakubik 2011) and ‘sense-making’ (Dervin 1998; Weick 1995; Snowden 2002). Supporting this theoretical discussion is a number of sense-making models representing relationships between learning and knowledge and the characteristics of why-questioning. Reasoning, reflection, and dialogue are all identified as embedded within dialogic inquiry and these activities provide the context for consideration of how the why dimension in technology supported learning environments may be supported.
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Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications... more
Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. Why is this so? To this question, there is no single factual answer. In response, however, plausible explanations and further questions arise, and such responses are shown to be typical consequences of why-questioning. A range of contemporary scenarios are presented to highlight the problem. Consideration of the various inputs into the evolution of digital learning is introduced to provide historical context and this serves to situate further discussion regarding innovation that supports inquiry-based learning. This theme is further contextualized by narratives on openness in education, in which openness is also shown to be an evolving construct. Explanatory and descriptive contents are differentiated in order to scope out the kinds of digital tools that might support inquiry instigated by why-questioning and which move beyond the search paradigm. Probing why from a linguistic perspective reveals versatile and ambiguous semantics. The why dimension—asking, learning, knowing, understanding, and explaining why—is introduced as a construct that highlights challenges and opportunities for ICT innovation. By linking reflective practice and dialogue with cognitive engagement, this chapter points to specific frontiers for the design and development of digital learning tools, frontiers in which inquiry may find new openings for support.
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[Doctoral Thesis] Among the narratives associated with the evolution of e-learning are themes such as the transformation of education by global informational infrastructures, emergence of a ‘knowledge age’ through innovation in knowledge... more
[Doctoral Thesis] Among the narratives associated with the evolution of e-learning are themes such as the transformation of education by global informational infrastructures, emergence of a ‘knowledge age’ through innovation in knowledge sharing technologies and ‘open’ protocols, empowerment of the individual in terms of the place and time of learning, democratisation of media and content production through the rise of social media, and the development of technologies conducive to inquiry-based learning. This thesis is primarily concerned with the latter narrative in which developing support for inquiry through digital technology is of central concern. A transdisciplinary approach is adopted in which sense-making and knowledge modelling provide pivotal perspective on one word that is both versatile and ambiguous: ‘why’. Given that why-questioning often occurs while learning and making sense of things, a key question addressed in this thesis is why current digital technologies do not explicitly support basic act. Specifically, this thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – as an emergent construct of interrelated activities that can inform development of software technologies opening up a frontier of possibilities for inquiry-based digital learning: it explores, interrogates, and aims to scrutinise the opportunities and challenges arising. Within this construct reflection and dialogue are represented as polar facets of inquiry activated by reasoning and scaffolded by technology. Technical challenges associated with the representation and retrieval of digital content are identified and the search paradigm is introduced as a construct that explains a dominant but shallow form of inquiry enabled by mainstream contemporary Internet tools and shown to privilege the retrieval and discovery of informational as opposed to explanatory content. Informational content is shown to be retrievable by queries reducible to a set of primitive questions: who what, when, and where. Explanatory content is identified as a typical, expected response to why-questioning. Issues concerning cognitive engagement and deep inquiry are found to be associated with reflective and dialogic inquiry. In a similar way that the why dimension is presented as a conceptual tool that can inform the design and development of digital technology that supports learning, sense-making technologies are distinguished from semantic technologies and identified as likely to occupy a new frontier of development.
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This chapter explores the potential of mobile education within the context of the evolution of e-learning. Portable devices can help bring into education elements of physical mobility that do not exist as much in classroom settings, thus... more
This chapter explores the potential of mobile education within the context of the evolution of e-learning. Portable devices can help bring into education elements of physical mobility that do not exist as much in classroom settings, thus reconnecting with a more natural state of being. Wireless sensors, cloud computing, digital publishing, and educational interactivity combine to offer new pedagogic models of mobile learning via online reference tools, curriculum material, external research, and strategic learning. Interesting trends to watch include the e-schoolbag, whereby digital textbooks replace all print-based content (as mandated for elementary schools in the Republic of Korea by 2014). Challenges also arise in schools of rural inclusion, protection against cheating and cyber-bullying, and enforcement of appropriate behaviour.
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This paper presents some theoretical and interdisciplinary perspectives that might inform the design and development of information and communications technology (ICT) tools to support reflective inquiry during e-learning. The role of... more
This paper presents some theoretical and interdisciplinary perspectives that might inform the design and development of information and communications technology (ICT) tools to support reflective inquiry during e-learning. The role of why-questioning provides the focus of discussion and is guided by literature that spans critical thinking, inquiry-based and problem-based learning, storytelling, sense-making, and reflective practice, as well as knowledge management, information science, computational linguistics and automated question generation. It is argued that there exists broad scope for the development of ICT scaffolding targeted at supporting reflective inquiry during e-learning. Evidence suggests that wiki-based learning tasks, digital storytelling, and e-portfolio tools demonstrate the value of accommodating reflective practice and explanatory content in supporting learning; however, it is also argued that the scope for ICT tools that directly support why-questioning as a key aspect of reflective inquiry is a frontier ready for development.
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Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications... more
Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. Why is this so? To this question, there is no single satisfactory answer; instead, numerous plausible explanations and related questions arise. After learning something, however, explaining why can be revealing of a person’s understanding (or lack of it). What then differentiates explanation from information; and, explanatory from descriptive content? What ICT scaffolding might support inquiry instigated by why-questioning? What is the role of reflective practice in inquiry-based learning? These and other questions have emerged from this investigation and underscore that why-questions often propagate further questions and are a catalyst for cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation with a view to informing the broad discourse on e-learning by identifying a specific frontier for design and development of e-learning tools. Probing why reveals that versatile and ambiguous semantics present the core challenge – asking, learning, knowing, understanding, and explaining why.
Research Interests: Reflective Practice, E-learning, Inquiry Based Learning, Pedagogy, Intelligent Tutoring Systems, and 7 moreQuestioning, Inquiry-based teaching and learning, Cognitive Engagement, Scaffolding Critical Thinking in Online Learning, Questioning techniques in online education, Socratic Questioning, and Why Questions
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This paper is concerned with investigating existing and potential scope of Dublin Core metadata in Knowledge Management contexts. Modelling knowledge is identified as a conceptual prerequisite in this investigation, principally for the... more
This paper is concerned with investigating existing and potential scope of Dublin Core metadata in Knowledge Management contexts. Modelling knowledge is identified as a conceptual prerequisite in this investigation, principally for the purpose of clarifying scope prior to identifying the range of tasks associated with organising knowledge. A variety of models is presented and relationships between data, information, and knowledge discussed. It is argued that the two most common modes of organisation, hierarchies and networks, influence the effectiveness and flow of knowledge. Practical perspective is provided by reference to implementations and projects providing evidence of how DC metadata is applied in such contexts.A sense-making model is introduced that can be used as a shorthand reference for identifying useful facets of knowledge that might be described using metadata. Discussion is aimed at presenting this model in a way that both validates current applications and points to potential novel applications.
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The VET E-portfolio Roadmap was commissioned by the national training system’s e-learning strategy, the Australian Flexible Learning Framework’s (Framework) national E-portfolio business activity in 2008 to assist in the development of a... more
The VET E-portfolio Roadmap was commissioned by the national training system’s e-learning strategy, the Australian Flexible Learning Framework’s (Framework) national E-portfolio business activity in 2008 to assist in the development of a national standards-based framework to support interoperable e-portfolio systems in the national training system.
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This paper discusses the broad context of what we describe as the ‘open agenda’ – the aggregate effect of trends within the education and training sector toward a growing advocacy and adoption of ‘openness’; as in open source software,... more
This paper discusses the broad context of what we describe as the ‘open agenda’ – the aggregate effect of trends within the education and training sector toward a growing advocacy and adoption of ‘openness’; as in open source software, open standards, open content licensing and open access to such content. The discussion on these topics is illustrated with a case-study of organisational alignment and development, providing an historical snapshot of the changes that have taken place as a direct result of this open agenda. The primary conclusion drawn is that this agenda is likely to continue its influence upon the structure and character of such organisations.
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One in the IDEA Summer 2005 [1] series of e-learning technology interoperability events, the First International CORDRA Workshop brought together a range of communities with an interest in repositories. Because the Content Object... more
One in the IDEA Summer 2005 [1] series of e-learning technology interoperability events, the First International CORDRA Workshop brought together a range of communities with an interest in repositories. Because the Content Object Repository Discovery and Registration/ ...
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This study was commissioned by the E-standards for Training Project, which is part of the national training system’s e-learning strategy, the Australian Flexible Learning Framework. The purpose of the study is to identify current practice... more
This study was commissioned by the E-standards for Training Project, which is part of the national training system’s e-learning strategy, the Australian Flexible Learning Framework. The purpose of the study is to identify current practice and trends in electronic portfolio (e-portfolio) systems and implementations, to inform policy development and to identify where further research into technical standards is required to enable effective systems implementations. The study includes an environmental scan of e-portfolio use relevant to the Australian vocational education and training (VET) system and the identification of potential case scenarios. Issues regarding standards, interoperability and policy areas for implementation are also identified and discussed. Of particular interest in this study is the application of e-portfolios with regard to:
• identifying and recording information about qualifications and competencies
• recognition of prior learning
• the management and provision of secure and verifiable personal information.
• identifying and recording information about qualifications and competencies
• recognition of prior learning
• the management and provision of secure and verifiable personal information.
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This report was commissioned by the 2005 Australian Flexible Learning Framework (2005 Framework) through its Research and Policy Advice Project, working in conjunction with the Resources and Innovation Program. The 2005 Framework is a... more
This report was commissioned by the 2005 Australian Flexible Learning Framework (2005 Framework) through its Research and Policy Advice Project, working in conjunction with the Resources and Innovation Program.
The 2005 Framework is a national strategy that works to provide the vocational education and training (VET) sector with e-learning skills, professional development opportunities, resources and support networks to meet today’s increasingly technology-driven learning environment. It builds on the work carried out by the 2000-2004 Australian Flexible Learning Framework (Framework).
Interoperability activities undertaken to date within the 2005 Framework are reviewed in the context of other national and international interoperability developments and emerging trends in information and communications technology (ICT). In particular, the strategic approach outlined in the VET Interoperability Framework is assessed for its currency and relevance. So far, the approach adopted has been to focus on five key areas of technical interoperability, while at the same time, endeavouring to provide overall direction and coherence to activities conducted under the auspices of the 2005 Framework. There is a strong consensus among stakeholders that, to this point, this strategic approach has been effective.
However, the Australian VET sector is influenced by an increasingly interconnected ICT environment. Access and delivery devices have proliferated, as have high-bandwidth network connectivity options. In responding to this, the VET Interoperability Framework will need to broaden its scope to accommodate new requirements and diverse stakeholder interests.
Maintaining an interoperability focus also requires consideration of a range of influences beyond the ICT environment itself. These influences include the business drivers and the political environment at various levels (national, jurisdictional and organisational). Importantly, maintaining the focus requires stakeholders to clearly understand and articulate their business requirements. Ongoing identification of ICT standards and specifications appropriate to stakeholder requirements is critical if an informed strategy is to be continued.
The 2005 Framework is a national strategy that works to provide the vocational education and training (VET) sector with e-learning skills, professional development opportunities, resources and support networks to meet today’s increasingly technology-driven learning environment. It builds on the work carried out by the 2000-2004 Australian Flexible Learning Framework (Framework).
Interoperability activities undertaken to date within the 2005 Framework are reviewed in the context of other national and international interoperability developments and emerging trends in information and communications technology (ICT). In particular, the strategic approach outlined in the VET Interoperability Framework is assessed for its currency and relevance. So far, the approach adopted has been to focus on five key areas of technical interoperability, while at the same time, endeavouring to provide overall direction and coherence to activities conducted under the auspices of the 2005 Framework. There is a strong consensus among stakeholders that, to this point, this strategic approach has been effective.
However, the Australian VET sector is influenced by an increasingly interconnected ICT environment. Access and delivery devices have proliferated, as have high-bandwidth network connectivity options. In responding to this, the VET Interoperability Framework will need to broaden its scope to accommodate new requirements and diverse stakeholder interests.
Maintaining an interoperability focus also requires consideration of a range of influences beyond the ICT environment itself. These influences include the business drivers and the political environment at various levels (national, jurisdictional and organisational). Importantly, maintaining the focus requires stakeholders to clearly understand and articulate their business requirements. Ongoing identification of ICT standards and specifications appropriate to stakeholder requirements is critical if an informed strategy is to be continued.
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Discusses a distinction between semantic technologies & sense-making technologies through highlighting the semantic issues associated with the why dimension - asking, learning, understanding, knowing, & explaining why. While semantics are... more
Discusses a distinction between semantic technologies & sense-making technologies through highlighting the semantic issues associated with the why dimension - asking, learning, understanding, knowing, & explaining why. While semantics are instrumental for building the digital infrastructure that supports discovery & interoperability of content a different kind of scaffolding is required to support inquiry, & in particular, inquiry associated with the why dimension
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Final Doctoral Seminar prior to examination: This thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – that can inform development of inquiry-based digital learning. Set against a... more
Final Doctoral Seminar prior to examination:
This thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – that can inform development of inquiry-based digital learning. Set against a narrative on the evolution of digital learning this thesis explores, interrogates, and aims to scrutinise the opportunities and challenges associated with the frontiers arising from the why dimension. The search paradigm is introduced to explain a dominant form of inquiry enabled by mainstream contemporary Internet tools and shown to privilege the retrieval of informational as opposed to explanatory content. Explanatory content is identified as a typical, expected response to why-questioning. Sense-making technologies are identified as a frontier for development.
This thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – that can inform development of inquiry-based digital learning. Set against a narrative on the evolution of digital learning this thesis explores, interrogates, and aims to scrutinise the opportunities and challenges associated with the frontiers arising from the why dimension. The search paradigm is introduced to explain a dominant form of inquiry enabled by mainstream contemporary Internet tools and shown to privilege the retrieval of informational as opposed to explanatory content. Explanatory content is identified as a typical, expected response to why-questioning. Sense-making technologies are identified as a frontier for development.
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Slides used as a contribution to the Education & Wisdom Forum organised by the Wisdom Research team at the University of Chicago. Presentation provides (personal) developmental perspective on wisdom with philosophical & pragmatic... more
Slides used as a contribution to the Education & Wisdom Forum organised by the Wisdom Research team at the University of Chicago. Presentation provides (personal) developmental perspective on wisdom with philosophical & pragmatic questions that remain open. Suggests linkages between sense-making, questioning, & the acquisition of wisdom. Introduces the "why dimension" as a neglected but promising domain in digital learning.
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Provides an overview of a range of content aggregation standards developed over the last decade & introduces RAMLET, an IEEE LTSC standard, that uses an ontology approach to harmonizing the various content aggregation standards
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Research Interests:
Much has been said and documented about the key role that reflection can play in the ongoing development of e-portfolios, particularly e-portfolios utilised for teaching and learning. A review of e-portfolio platforms reveals that a... more
Much has been said and documented about the key role that reflection can play in the ongoing development of e-portfolios, particularly e-portfolios utilised for teaching and learning. A review of e-portfolio platforms reveals that a designated space for documenting and collating personal reflections is a typical design feature of both open source and commercial off-the-shelf software. Further investigation of tools within e-portfolio systems for facilitating reflection reveals that, apart from enabling personal journalism through blogs or other writing, scaffolding tools that encourage the actual process of reflection are under-developed. Investigation of a number of prominent e-portfolio projects also reveals that reflection, while presented as critically important, is often viewed as an activity that takes place after a learning activity or experience and not intrinsic to it. This paper assumes an alternative, richer conception of reflection: a process integral to a wide range of activities associated with learning, such as inquiry, communication, editing, analysis and evaluation. Such a conception is consistent with the literature associated with ‘communities of practice’, which is replete with insight into ‘learning through doing’, and with a ‘whole minded’ approach to inquiry. Thus, graduates who are ‘reflective practitioners’ who integrate reflection into their learning will have more to offer a prospective employer than graduates who have adopted an episodic approach to reflection.
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Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open... more
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.