Here is a list of various publications, presentations, and so on, covering research spanning education, technology and religious studies. Many of the ideas have been distilled in the short book, Buddhism and Computing: How to Flourish in the Age of Algorithms (Mud Pie Books).
Further details, including abstracts and web links, may be accessed by selecting the respective links.
2021
Ferilli, Stefano; Loop, Liza; Rankin, William; Trafford, Paul
Introducing KEPLAIR - a Platform for Independent Learners Proceedings Article
In: EDULEARN21 Proceedings, pp. 9638–9647, IATED, Online Conference, 2021, ISBN: 978-84-09-31267-2.
Abstract | Links | BibTeX | Tags: artificial intelligence, collaboration, e-learning, independent learner, personalized learning, recommender
@inproceedings{ferilliIntroducingKEPLAIRPlatform2021,
title = {Introducing KEPLAIR - a Platform for Independent Learners},
author = {Stefano Ferilli and Liza Loop and William Rankin and Paul Trafford},
url = {https://library.iated.org/view/FERILLI2021INT},
doi = {10.21125/edulearn.2021.1943},
isbn = {978-84-09-31267-2},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
booktitle = {EDULEARN21 Proceedings},
pages = {9638--9647},
publisher = {IATED},
address = {Online Conference},
abstract = {The Internet promised to be a boon for learning — a global library of human knowledge that would allow anyone to learn anything. However, very quickly, that resource became a confusing jumble. How could those of us interested in educational technology improve this situation, bringing the signal out of the noise? We propose using KEPLAIR (Knowledge-based Environment for Personalized Learning using an Artificial Intelligence Recommender), an online platform, currently in initial development, designed to help its users find learning opportunities and materials. Using learning goals chosen by the learner, KEPLAIR will browse the Internet to harvest materials. Then it will filter the result and make recommendations to match the learner's cognitive level, pre-existing knowledge about the topic, and preferred physical and social environments. Depending on what learners want, KEPLAIR's recommendations might include a book or video, an online course, a club or community, or even a tutor or learning coach. The intent is not for KEPLAIR to teach, test, or even promote a predetermined curriculum, nor will it require learners to be part of any formal school or learning organisations. KEPLAIR's purpose is simply to help learners reach their self-chosen goals by highlighting appropriate, attractive, and useful materials so they stand out from the background noise. This will be done in a highly personalized way for each single user, taking into proper account the many aspects involved in recommending, such as needs, background, abilities, aims, interests, tastes, preferences, attitudes, behaviors, motivations, expectations, context, and community. Obviously, this undertaking poses significant technological, social, and learning challenges. To implement KEPLAIR's vision, development has begun on an ontology that includes four major learning classes: Goal/Pathway; Learner Profile; Social, Physical, & Digital Environment; and Learning Resource. Based on such an ontology, the AI will draw on semantic analysis of online materials from formal educational institutions, open educational resources (OER), and pre-existing pathways, environments and learning objects. It will engage in conversational dialog with users and user-initiated and user-controlled data uploads to create detailed learner profiles and learning pathways. This paper will introduce KEPLAIR's basic structure and mechanisms, offering opportunities to reflect on and respond to the strategies KEPLAIR's international design team is considering. It will also report on the initial proof-of-concept project currently underway at the University of Bari in Italy.},
keywords = {artificial intelligence, collaboration, e-learning, independent learner, personalized learning, recommender},
pubstate = {published},
tppubtype = {inproceedings}
}
The Internet promised to be a boon for learning — a global library of human knowledge that would allow anyone to learn anything. However, very quickly, that resource became a confusing jumble. How could those of us interested in educational technology improve this situation, bringing the signal out of the noise? We propose using KEPLAIR (Knowledge-based Environment for Personalized Learning using an Artificial Intelligence Recommender), an online platform, currently in initial development, designed to help its users find learning opportunities and materials. Using learning goals chosen by the learner, KEPLAIR will browse the Internet to harvest materials. Then it will filter the result and make recommendations to match the learner's cognitive level, pre-existing knowledge about the topic, and preferred physical and social environments. Depending on what learners want, KEPLAIR's recommendations might include a book or video, an online course, a club or community, or even a tutor or learning coach. The intent is not for KEPLAIR to teach, test, or even promote a predetermined curriculum, nor will it require learners to be part of any formal school or learning organisations. KEPLAIR's purpose is simply to help learners reach their self-chosen goals by highlighting appropriate, attractive, and useful materials so they stand out from the background noise. This will be done in a highly personalized way for each single user, taking into proper account the many aspects involved in recommending, such as needs, background, abilities, aims, interests, tastes, preferences, attitudes, behaviors, motivations, expectations, context, and community. Obviously, this undertaking poses significant technological, social, and learning challenges. To implement KEPLAIR's vision, development has begun on an ontology that includes four major learning classes: Goal/Pathway; Learner Profile; Social, Physical, & Digital Environment; and Learning Resource. Based on such an ontology, the AI will draw on semantic analysis of online materials from formal educational institutions, open educational resources (OER), and pre-existing pathways, environments and learning objects. It will engage in conversational dialog with users and user-initiated and user-controlled data uploads to create detailed learner profiles and learning pathways. This paper will introduce KEPLAIR's basic structure and mechanisms, offering opportunities to reflect on and respond to the strategies KEPLAIR's international design team is considering. It will also report on the initial proof-of-concept project currently underway at the University of Bari in Italy.
2011
Trafford, Paul; Shirota, Yukari
An Introduction to Virtual Learning Environments Journal Article
In: Gakushuin Economic Papers, vol. 48, no. 3, pp. 143–151, 2011.
Abstract | Links | BibTeX | Tags: collaboration, courseware, e-learning, managed learning environments, online learning, open standards, virtual learning environments
@article{traffordIntroductionVirtualLearning2011,
title = {An Introduction to Virtual Learning Environments},
author = {Paul Trafford and Yukari Shirota},
url = {https://ideas.repec.org/a/abc/gakuep/48-3-1.html},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
journal = {Gakushuin Economic Papers},
volume = {48},
number = {3},
pages = {143--151},
publisher = {Gakushuin University, Faculty of Economics},
abstract = {In this paper we briefly introduce virtual learning environments, which have become integral to online learning (or e-learning) in higher education around the world. We describe what they are, the functionality they provide and the kinds of benefits they offer universities, with particular reference to the subject of economics. We also touch on some considerations concerning the e-learning software itself, setting their development in a historical perspective. In our analysis we draw especially on practices in the UK with illustrations from WebLearn, the virtual learning environment used by the University of Oxford.},
keywords = {collaboration, courseware, e-learning, managed learning environments, online learning, open standards, virtual learning environments},
pubstate = {published},
tppubtype = {article}
}
In this paper we briefly introduce virtual learning environments, which have become integral to online learning (or e-learning) in higher education around the world. We describe what they are, the functionality they provide and the kinds of benefits they offer universities, with particular reference to the subject of economics. We also touch on some considerations concerning the e-learning software itself, setting their development in a historical perspective. In our analysis we draw especially on practices in the UK with illustrations from WebLearn, the virtual learning environment used by the University of Oxford.
Trafford, Paul; Shirota, Yukari
Ubiquitous E-Learning: Designing Web Systems for Economics and Business Mathematics Journal Article
In: Gakushuin Economic Papers, vol. 48, no. 2, pp. 111–128, 2011.
Links | BibTeX | Tags: business mathematics, computer algebra systems, e-learning, heuristics, How2SolveIt, mathematics teaching, open standards, problem solving, Web design, Web:VisualEconoMath
@article{traffordUbiquitousELearningDesigning2011,
title = {Ubiquitous E-Learning: Designing Web Systems for Economics and Business Mathematics},
author = {Paul Trafford and Yukari Shirota},
url = {https://www.gakushuin.ac.jp/univ/eco/gakkai/pdf_files/keizai_ronsyuu/index.html},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
journal = {Gakushuin Economic Papers},
volume = {48},
number = {2},
pages = {111--128},
keywords = {business mathematics, computer algebra systems, e-learning, heuristics, How2SolveIt, mathematics teaching, open standards, problem solving, Web design, Web:VisualEconoMath},
pubstate = {published},
tppubtype = {article}
}
2008
Trafford, Paul
Notes from an Emerging Mobile SIG at OUCS Miscellaneous
2008.
Abstract | Links | BibTeX | Tags: collaboration, e-learning, experiences, handheld, mobile, PDA, services, technology
@misc{traffordNotesEmergingMobile2008,
title = {Notes from an Emerging Mobile SIG at OUCS},
author = {Paul Trafford},
url = {http://old.ictf.ox.ac.uk/conference/2008/workshops.html},
year = {2008},
date = {2008-07-01},
urldate = {2008-07-01},
address = {Sa},
abstract = {This workshop will introduce the Mobile Special Interest Group, set up recently in OUCS to respond to the increasing support requests for handheld access to University services. It will describe its rationale, report on work carried out so far, and suggest some ideas for future developments.},
keywords = {collaboration, e-learning, experiences, handheld, mobile, PDA, services, technology},
pubstate = {published},
tppubtype = {misc}
}
This workshop will introduce the Mobile Special Interest Group, set up recently in OUCS to respond to the increasing support requests for handheld access to University services. It will describe its rationale, report on work carried out so far, and suggest some ideas for future developments.
2006
Trafford, Paul
PLEs as Environments for Personal and Personalised Learning Working paper
2006.
Abstract | Links | BibTeX | Tags: e-learning, environments, personal learning, personalized learning, PLE, semantics
@workingpaper{traffordPLEsEnvironmentsPersonal2006,
title = {PLEs as Environments for Personal and Personalised Learning},
author = {Paul Trafford},
url = {https://www.academia.edu/41013085/PLEs_as_Environments_for_Personal_and_Personalised_Learning},
year = {2006},
date = {2006-06-01},
urldate = {2006-06-01},
abstract = {PLE Position Paper (personal thoughts) prepared for a 'PLE Experts'; meeting held in Manchester on 6 June 2006 attended by about 16 e-learning specialists. A few observations following the meeting are available from the RAMBLE Project blog},
keywords = {e-learning, environments, personal learning, personalized learning, PLE, semantics},
pubstate = {published},
tppubtype = {workingpaper}
}
PLE Position Paper (personal thoughts) prepared for a 'PLE Experts'; meeting held in Manchester on 6 June 2006 attended by about 16 e-learning specialists. A few observations following the meeting are available from the RAMBLE Project blog
Trafford, Paul; Harrison, Karl
Linking Personal Learning with Institutional Learning - Experiences from the RAMBLE Project Miscellaneous
2006.
Abstract | BibTeX | Tags: blogging, blogs, e-learning, education, hardware, infrastructure, labs, mobile, PDA, pedagogy, RAMBLE, reflective learning, systems, technology
@misc{traffordLinkingPersonalLearning2006,
title = {Linking Personal Learning with Institutional Learning - Experiences from the RAMBLE Project},
author = {Paul Trafford and Karl Harrison},
year = {2006},
date = {2006-05-01},
address = {Department of Educational Studies, University of Oxford},
abstract = {In recent years there has been considerable attention on 'personalised learning,' an agenda that is carrying increasing weight with the UK Government. Applying this paradigm in ICT has major implications, particularly when taking into account ever-more popular and powerful pocket computers covering Personal Digital Assistants (PDAs) and Smartphones. Yet in most institutions, existing IT systems have been conceived on a grand scale and in fixed spaces requiring laptop or desktop computers. Hence there is discontinuity between the flexibility and personalisation of the truly mobile devices and the more static and impersonal nature of institutional systems. 'Remote Authoring of Mobile Blogs for Learning Environments' (or 'RAMBLE' for short), was a JISC-funded software project that attempted to bring these more closely together through the authoring of Weblogs written on PDAs and their integration in institutional Virtual Learning Environments (VLEs). This presentation will briefly introduce some of RAMBLE's background in terms of personal and personalised learning with some discussion of the component-based approached that enabled the linking to be established. Experiences will be shared from one of the requirements gathering exercises involving feedback from Chemistry Undergraduates regarding lecture course, practicals etc, the results of which appear to have tapped a rich vein. Finally some indications will be provided of the technical challenges and possible further developments that lie ahead.},
keywords = {blogging, blogs, e-learning, education, hardware, infrastructure, labs, mobile, PDA, pedagogy, RAMBLE, reflective learning, systems, technology},
pubstate = {published},
tppubtype = {misc}
}
In recent years there has been considerable attention on 'personalised learning,' an agenda that is carrying increasing weight with the UK Government. Applying this paradigm in ICT has major implications, particularly when taking into account ever-more popular and powerful pocket computers covering Personal Digital Assistants (PDAs) and Smartphones. Yet in most institutions, existing IT systems have been conceived on a grand scale and in fixed spaces requiring laptop or desktop computers. Hence there is discontinuity between the flexibility and personalisation of the truly mobile devices and the more static and impersonal nature of institutional systems. 'Remote Authoring of Mobile Blogs for Learning Environments' (or 'RAMBLE' for short), was a JISC-funded software project that attempted to bring these more closely together through the authoring of Weblogs written on PDAs and their integration in institutional Virtual Learning Environments (VLEs). This presentation will briefly introduce some of RAMBLE's background in terms of personal and personalised learning with some discussion of the component-based approached that enabled the linking to be established. Experiences will be shared from one of the requirements gathering exercises involving feedback from Chemistry Undergraduates regarding lecture course, practicals etc, the results of which appear to have tapped a rich vein. Finally some indications will be provided of the technical challenges and possible further developments that lie ahead.
2005
Trafford, Paul
Mobile Blogs, Personal Reflections and Learning Environments Journal Article
In: Ariadne, no. 44, 2005.
Abstract | Links | BibTeX | Tags: Atom, blogging, blogs, e-learning, interoperability, LMS, mobile, open standards, RSS, service-oriented architecture, VLE, WebLearn
@article{traffordMobileBlogsPersonal2005,
title = {Mobile Blogs, Personal Reflections and Learning Environments},
author = {Paul Trafford},
url = {http://www.ariadne.ac.uk/issue/44/trafford/},
year = {2005},
date = {2005-07-01},
urldate = {2005-07-01},
journal = {Ariadne},
number = {44},
abstract = {Paul Trafford describes how mobile blogs for personal reflection may be related to institutional learning environments, drawing on experiences from the RAMBLE Project.},
keywords = {Atom, blogging, blogs, e-learning, interoperability, LMS, mobile, open standards, RSS, service-oriented architecture, VLE, WebLearn},
pubstate = {published},
tppubtype = {article}
}
Paul Trafford describes how mobile blogs for personal reflection may be related to institutional learning environments, drawing on experiences from the RAMBLE Project.
2001
Porter, Sarah; Clarke, Sophie; Groves, Paul; Karas, Peter; Trafford, Paul
Building Flexible Language-Learning Systems: Perl and HTML vs. XML and XSL Proceedings Article
In: ACH/ALLC 2001, New York University, New York, United States, 2001.
Links | BibTeX | Tags: CGI, e-learning, languages, Perl, XML, XSLT
@inproceedings{porterBuildingFlexibleLanguagelearning2001,
title = {Building Flexible Language-Learning Systems: Perl and HTML vs. XML and XSL},
author = {Sarah Porter and Sophie Clarke and Paul Groves and Peter Karas and Paul Trafford},
url = {https://web.archive.org/web/20011127030143/http://www.nyu.edu/its/humanities/ach_allc2001/},
year = {2001},
date = {2001-07-01},
urldate = {2001-07-01},
booktitle = {ACH/ALLC 2001},
address = {New York University, New York, United States},
keywords = {CGI, e-learning, languages, Perl, XML, XSLT},
pubstate = {published},
tppubtype = {inproceedings}
}
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This page was published on 9 April 2016 and last updated on September 26, 2022.