I, [LITTLE GREEN] ROBOT : The Android Apps-Based Classroom

PRESENTED AT THE
THE DUBAI INTERNATIONAL CONFERENCE IN HIGHER EDUCATION: SUCCEEDING IN THE PURSUIT OF QUALITY
28-29 Jan 2013

The Android platform is among the leading mobile learning technologies and there are 600,000+ apps available for it. The paper examines and evaluates how contemporary teaching and learning environments can effectively and inexpensively utilize selective sets of Android apps to respond demands for the provision of 21st Century skills.  The paper focuses on a review of specific Android apps which can be used for teaching, planning, content development, assessment and evaluation. A simple graphical user interface (GUI) builder for the Android platform is also discussed. The paper suggests that Android apps consist inexpensive, engaging and dynamic learning tools on which online and distance education, as well as physical learning and teaching environments, can be based.

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TECHNOSCAPES OF THE DIGI-SAPIENS: LEARNING WITH DIGITAL TECHNOLOGIES

PRESENTED AT THE GESS/GEF 2010


Technoscapes of the Digi-Sapiens investigates the various digital landscapes and realities emerging in our contemporary world dominated by digital technologies and on how we can understand and analyze these as the new environments of digital learning. These emerging digital technoscapes are the new spatial environments where digital information communication technologies and human consciousness are re-negotiated and merge to form a new world of representational reality characterized by high unpredictability and of unlimited choices and alternatives. The Digi-Sapiens emerges as a new form of humanity, the result of our continuous interaction and communication with digital technologies. We become the result of the expression of our unlimited imagination as this is transformed through diverse channels of communication. The processing of information and the production of social knowledge through the new media and emerging technologies become problematic areas as their vulnerability to exploitation and manipulation is revealed. This realization implicates the learning discourse in environments based on digital and information communication technologies. Our priorities as educators need to be critically reconsidered towards a theoretical spatial understanding of how information and knowledge are digitally reconstructed by digital and information communication technology systems. It is of crucial importance to understand how this affects processes of human information processing and that we need new conceptual analytical frameworks to respond to emerging and future teaching and learning demands.

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VIRTUALITIES, HYPERREALITIES & DIGITAL LEARNING

PAPER SUBMITTED TO HBMeU e-LEARNING FORUM 2010

The paper adopts a postmodern spatial theoretical perspective on the structure and organization of information and production of knowledge in digital and electronic communication environments. It challenges the validity and credibility of information and knowledge is such environments and calls for a radical reconsideration of their definition within the context of global electronic communication and information communication technologies. The issues of virtuality and hyperreality are discussed in the context of digital learning. The paper calls for fresh thinking alternatives and suggests an in-depth analysis and a framing of the organization of information systems which leads to a proposal of a theoretical framework of how information, knowledge and the process of learning can be understood within and with information communication technologies.

Andoniou, C. (2008). Fractal fetishes: Essays on the Organization of the System of Information. VDM: Saarbrücken.
Baudrillard, J.(1983). Simulations. New York: Semiotext(e).
Baudrillard, J.(1990). Fatal Strategies. New York: Semiotext(e).
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Heim, M. (1994). The Metaphysics of Virtual Reality. Oxford: Oxford University Press.
Lefebvre, H. (1991). The Production of Space. Oxford, UK and Cambridge, MA: Blackwell.
Leigh, J. et al. (1997). Global Tele-Immersion: Better than Being There. Proceedings of ICAT ‘97. Tokyo, Japan.
Poster, M. (1988). (Ed.) Jean Baudrillard: Selected Writings. Stanford: Stanford University Press.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Oxford: Blackwell Publishers.
Tiffin, J. (2001), The Hyperreality Paradigm. In Tiffin, J. & Terashima, N. (Eds.),Hyperreality: Paradigm For The Third Millennium (pp. 25-42) New York: Routledge.
Wilson, M. I. & Corey, K. E. (2000). Information Tectonics. Chilchester: Wiley.

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AUDIO-VISUAL PRESENTATION PART1
AUDIO-VISUAL PRESENTATION PART2
AUDIO-VISUAL PRESENTATION PART3

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PAPER SUBMITTED TO ICEM 2009

The paper reports on the underlying principles of a philosophical study on the structure and organization of the system of information and social knowledge in learning environments based on digital and electronic communication. It calls for a reconsideration of our views in dealing with the application of information communication technologies and it provides the theoretical background towards the development of an analytical model for information and knowledge in digital and electronic learning environments. The paper reports on the primary hypotheses established to support a series of theoretical approximations on the structure and organization of information, on the new dimensions of [hyper] reality and on the fractalization of social knowledge. The proposed model of Infogramic Analysis aims to advance our understanding of how learning occurs in digital communication and of how information communication technologies in digital and electronic communication based learning environments re-organize our representations and ‘realities’ of the world within and around us, and consequently dictate and influence decisions of social action.

Andoniou, C. (2008). Fractal fetishes: Essays on the Organization of the System of Information. VDM: Saarbrücken. Baudrillard, J. (1990). Fatal Strategies. New York: Semiotext(e).
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Lefebvre, H. (1991). The Production of Space. Oxford, UK and Cambridge, MA: Blackwell.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Oxford: Blackwell Publishers.

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AUDIO-VISUAL PRESENTATION PART 1
AUDIO-VISUAL PRESENTATION PART 2

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PAPER SUBMITTED TO AARE 2008

The paper adopts a Lefebvrian view of spatiality and proposes a novel spatial perspective in thinking about how the application of information communication technologies affects the flow of information and implicates the construction of knowledge in digital and electronic communication based learning environments. Infogramic Analysis is proposed as an analytical model of theoretical approximations, which aims to advance our understanding of how learning occurs in digital communication and of how information communication technologies in digital and electronic communication based learning environments organize our representations and realities of the world within and around us, and consequently necessitate and direct decisions of social action.

Andoniou, C. (2008). Fractal fetishes: Essays on the Organization of the System of Information. VDM: Saarbrücken.
Baudrillard, J. (1990). Fatal Strategies. New York: Semiotext(e).
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Lefebvre, H. (1991). The Production of Space. Oxford, UK and Cambridge, MA: Blackwell.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Oxford: Blackwell Publishers.
Wilson, M. I. & Corey, K. E. (2000). Information Tectonics. Chilchester: Wiley.

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AudioVisual Presentation Part 1

AudioVisual Presentation Part 2

AudioVisual Presentation Part 3

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PAPER SUBMITTED TO ICICTE 2008

Based on a Lefebvrian view of spatiality, the paper endeavors to offer a spatial understanding of how information and knowledge are digitally reconstructed by ICT systems. It proposes an analytical model of theoretical approximations of learning in ICT learning environments, termed Infogramic Analysis. This model, aims to identify patterns of power, domination and struggle within digital information channels of human/ICTs communication and interaction, and to advance our understanding of how learning occurs in digital communication and of how ICTs organize our representations and realities of the world within and around us, and consequently necessitate and direct decisions of social action.

Andoniou, C. (2008). Fractal fetishes: Essays on the Organization of the System of Information. VDM: Saarbrücken.
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Lefebvre, H. (1991). The Production of Space. Oxford, UK and Cambridge, MA:Blackwell.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Oxford: Blackwell Publishers.
Wilson, M. I. & Corey, K. E. (2000). Information Tectonics. Chilchester: Wiley.

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AudioVisual Presentation Part 1
AudioVisual Presentation Part 2
AudioVisual Presentation Part 3

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PAPER SUBMITTED TO ICICTE 2008

The paper calls for a fresh new perspective in thinking about the application of ICTs in post-modern learning environments. Adopting a Lefebvrian view of theoretical approximations, it sets the challenge to reconsider the value of available information and knowledge in the context of global electronic communication. It aims to establish a spatial theoretical understanding of the digital reorganization of information and knowledge by ICT systems. It is argued that the reconsideration of our daily digital environments and informational landscapes must proceed from an in-depth analysis and a ‘framing’ of the organization of information systems.

Andoniou, C. (2008). Fractal Fetishes: Essays on the Organization of the System of Information. VDM: Saarbrücken.
Baudrillard, J. (1990). Fatal Strategies. New York: Semiotext(e).
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Lefebvre, H. (1991). The Production of Space. Oxford, UK and Cambridge, MA:
Blackwell.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Oxford: Blackwell Publishers.

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AudioVisual Presentation Part 1
AudioVisual Presentation Part 2

FRACTAL FETISHES : ESSAYS ON THE ORGANIZATION OF THE SYSTEM OF INFORMATION

Fractal Fetishes is a philosophical investigation of the nature and organization of the system of information. The book argues that digital technologies have brought about the genesis of a world in which the global system of information constructs unchallenged conceptual misrecognitions and logically unjustified receptions of social knowledge. The book contends that as fractalized information establishes new relations of meanings and understandings of the world, we need novel ways of thinking in order to survive in an informational ocean of lived illusions and lost meanings. Our priority should be to reset collective and individual standards in a redefinition of the content of available bodies of social knowledge in a global context. The discussion focuses on the concept of information and leads to a series of theoretical proposals regarding the structure and organization of the system of information. It is argued that social knowledge implodes towards states of genuine fractal infogramic formations and mutates to digital illusions, altered states of reality which dominate our so-conceived real and conceptual imaginations through daily communication practices and experiences.

Andoniou, C. (2008). Fractal fetishes: Essays on the organization of the system of information. VDM: Saarbrücken.

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Digital Component Part 1
Digital Component Part 2

(Digital Component is a Flash Audio-visual presentation of Fractal Fetishes not included in the paperback publication)