Jason Nolan | Toronto Metropolitan University (original) (raw)

Papers by Jason Nolan

Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging... more Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging across the industry. As part of an industry-academic collaboration, Phantom Compass partnered with Ryerson's Responsive Ecologies Lab to design and playtest three virtual reality prototypes that employ and expand on the current best practices. This white paper collates industry research and development focusing on player experience and comfort, and summarizes the results of our design process.

IGI Global eBooks, Jan 18, 2011

University of Toronto Press eBooks, Dec 31, 2010

Springer eBooks, Jun 1, 2006

However, the very genesis of e-learning as based on human collaboration in knowledge work and inn... more However, the very genesis of e-learning as based on human collaboration in knowledge work and innovation, can be traced to the development of network communication in the late 1960s, with the invention of e-mail and computer conferencing over packet-switched networks in 1971. Historically, these technological innovations introduced an unprecedented opportunity whereby people could communicate and collaborate despite differences in time and place, and they became key to a social, economic, and especially educational paradigmatic shift. The telecommunications revolution both enabled and required fundamentally new forms of societal and economic activity, leading to the knowledge economy. The resultant demands and opportunities impacted and transformed education. The 1980s and 1990s represented a period of intense innovation and expansion in e-learning and networking throughout public schooling as well as in tertiary, professional, workplace, and adult education. The 21st century thus unfolded with new attitudes toward e-learning, and the emergence of new pedagogical models, technological affordances, and mindsets. A paradigm shift became apparent, subtle yet ultimately profound. A fundamental shift in understanding of the very nature of learning and hence the definition, design, and delivery of education characterized the late 1990s and early 21st century, and this shift became civilizational and global as educators and learners worldwide adopted networked e-learning. This chapter addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art of e-learning today, especially the use of network technologies for collaborative learning. The chapter outlines how the early pioneers contributed to the educational paradigm change and how the theory and practice of learning has been advanced into new learning theories and models, modes of delivery, instructional roles, instructional designs, and learning processes and outcomes. The goal of the chapter is to provide an overview of the highlights of the early days of e-learning, a sense of the accomplishments, the challenges, and the adventure. The author recognizes that there are many more dots to be added and linked into creating a comprehensive history. I apologize to the many individuals, teams, and projects omitted. Let us keep working at documenting our history. The field and its future deserve it.

Virtual reality is a new and rapidly changing medium, with best practices still emerging at vario... more Virtual reality is a new and rapidly changing medium, with best practices still emerging at various locations across the industry. This white paper summarizes industry research and development focusing on player experience and comfort, particularly interventions that seek to mitigate the effects of Simulator Sickness. In order to better collate, evaluate and understand the variety of approaches and practices across the gaming industry, Phantom Compass partnered with the Ryerson’s Responsive Ecologies Lab to develop and playtest three prototypes that employ the current best practices in an effort examine lessons learned and expand current VR design.

Handbook of Theory and Research in Cultural Studies and Education

Routledge eBooks, Aug 3, 2022

Handbook of Theory and Research in Cultural Studies and Education, 2019

Britain and Japan: Biographical Portraits, Vol. VIII

It is widely accepted that pandemics have disproportionately impacted Indigenous Peoples (First N... more It is widely accepted that pandemics have disproportionately impacted Indigenous Peoples (First Nations, Inuit, and Metis) of Canada. For example, in 2009, First Nations Peoples were disproportionately impacted during the H1N1 (A(H1N1)pdm09) influenza pandemic-particularly, those living in remote communities were 6.5 times more likely to be admitted to an intensive care unit compared to non-Indigenous Canadians, and for whom rates of hospitalization were three times that for all Canadians (Boggild et al., 2011). Likewise, it has been reported that severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has disproportionately impacted Canadian Indigenous Peoples due to pre-existing vulnerabilities (Indigenous Services Canada, 2021a). Indeed, history is repeating itself as SARS-CoV-2 cases (hereafter referred to as COVID-19) (Gorbalenya et al., 2020) have spread rapidly among First Nation communities (Indigenous Services Canada, 2020, 2021a, 2021b). To the point, in early June 2021, the remote coastal communities of the western James Bay region of northern Ontario, Canada, experienced a significant COVID-19 outbreak with some communities having over 220 confirmed cases (population of approximately 1800 persons), half of which were reported to be in children (Weeneebayko Area Health Authority, 2021a). As of 1 June 2021, the rate of active COVID-19 cases in on-reserve First Nations People was 188% of the general Canadian population rate (Indigenous Services Canada, 2021a), although by late June the situation has been improving.

Indigenous Health and Well-Being in the COVID-19 Pandemic, 2022

The COVID-19 pandemic has forever altered the way of life of many people worldwide. However, this... more The COVID-19 pandemic has forever altered the way of life of many people worldwide. However, this pandemic has had a disproportionate impact on Indigenous communities, especially remote ones. Herein, we describe how the Cree First Nation communities of western James Bay, Canada, have responded to the threats and challenges of the COVID-19 pandemic and highlight the novel adaptation methods applied by these communities to manage short- and long-term impacts.

Digital Culture and Education, 2022

Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experie... more Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experience of politics, culture, identity, and agency. Building on critical research in other fields, critical educational theorists are exploring the pervasive role of algorithms, AI, and 'smart learning' tools in reshaping what and how we learn. This work is articulating new critical literacies adequate to the challenges of 'algorithmic culture', where algorithms co-produce, with users, differentiated media experiences, knowledge, affinities, and communities, as well as new patterns of identity and embodied action. This article examines how educational theory is responding to the dramatic shifts in digital experience precipitated by algorithmic systems and explores how educators can support students in developing critical literacies and technical skills for navigating emerging algorithmically-mediated worlds. We offer conceptual and pedagogical heuristics to educational researchers and educators for navigating the challenges of algorithmic culture, as well as identify risks associated with the migration of big data techniques into formal educational spaces.

Art by James Cicatko

DIGITAL CULTURE & EDUCATION, 2022

Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experie... more Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experience of politics, culture, identity, and agency. Building on critical research in other fields, critical educational theorists are exploring the pervasive role of algorithms, AI, and 'smart learning' tools in reshaping what and how we learn. This work is articulating new critical literacies adequate to the challenges of 'algorithmic culture', where algorithms co-produce, with users, differentiated media experiences, knowledge, affinities, and communities, as well as new patterns of identity and embodied action. This article examines how educational theory is responding to the dramatic shifts in digital experience precipitated by algorithmic systems and explores how educators can support students in developing critical literacies and technical skills for navigating emerging algorithmically-mediated worlds. We offer conceptual and pedagogical heuristics to educational researchers and educators for navigating the challenges of algorithmic culture, as well as identify risks associated with the migration of big data techniques into formal educational spaces.

Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging... more Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging across the industry. As part of an industry-academic collaboration, Phantom Compass partnered with Ryerson's Responsive Ecologies Lab to design and playtest three virtual reality prototypes that employ and expand on the current best practices. This white paper collates industry research and development focusing on player experience and comfort, and summarizes the results of our design process.

Building Virtual Communities, 2002

Learning is the creation of knowledge through the transformation of experience and transcends the... more Learning is the creation of knowledge through the transformation of experience and transcends the particular institutional context that society has reserved for that purpose (Cayley, 1992; Illich, 1970; Kolb, 1984). It is also important not to confuse learning exclusively with school knowledge, for knowledge comes in many forms and for different purposes (Barnes, 1988; Dewey, 1938). Using Kolb's view on learning, if we substitute a particular type of change for transformation then change becomes a condition for learning. People participate in learning settings from birth onward. They move from setting to setting such as the home, playground, school, service groups, and church, and over the years add work settings and other leisure activities. Our interests center around creating and conducting inquiry on such learning environments. This particular focus includes both formal school settings, nonschool settings (museums, science centers, public spaces, and the Internet), and the points of intersection between these environments. These interests combine work in both real and virtual, online and off-line spaces. Understanding the nexus of learning and community relies upon an analysis of each context, so as to ascertain the expectations of participants and the task demands of the environment. We accordingly recognize the diversity of virtual environments, and also the interconnections that exist between online and off-line communities. What connects communities, virtual or otherwise, are the possibilities offered for learning; it is not just "school-based" or specifically an educational institution's private preserve. It is no stretch of the imagination for us to include the Internet as a learning site. The term "virtual community" has become so widespread in its use that there is a tendency to conflate all social activity into a single concept and ignore the diversity of virtual contexts. Another challenge is characterized by the debate about whether online groups can be termed "communities"

Understanding Digital Technologies and Young Children, 2016

Understanding Digital Technologies and Young Children explores the possibilities digital technolo... more Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children. Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become e ective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children's learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, d iscover, play and interact with real and imaginative worlds to allow active meaning-making. With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings. This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.

This paper describes using wearable computing devices to perform "sousveillance " (inve... more This paper describes using wearable computing devices to perform "sousveillance " (inverse surveillance) as a counter to organizational surveillance. A variety of wearable computing devices generated different kinds of responses, and allowed for the collection of data in different situations. Visible sousveillance often evoked counter-performances by front-line surveillance workers. The juxtaposition of sousveillance with surveillance generates new kinds of information in a social surveillance situation. Being Surveilled These days, if you feel like somebody's watching you, you might be right. One year after the Sept 11 attacks, security experts and privacy advocates say there has been a surge in the number of video cameras installed around the country [U.S.]. The electronic eyes keep an unwavering gaze on everything from the Golden Gate Bridge to the Washington Monument…. [For example,] a group of anti-surveillance activists [say] … they have seen a 40 % increase in ...

This paper explores using wearable computing devices to perform "sousveillance" (invers... more This paper explores using wearable computing devices to perform "sousveillance" (inverse surveillance) as a counter to organizational surveillance.

Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging... more Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging across the industry. As part of an industry-academic collaboration, Phantom Compass partnered with Ryerson's Responsive Ecologies Lab to design and playtest three virtual reality prototypes that employ and expand on the current best practices. This white paper collates industry research and development focusing on player experience and comfort, and summarizes the results of our design process.

IGI Global eBooks, Jan 18, 2011

University of Toronto Press eBooks, Dec 31, 2010

Springer eBooks, Jun 1, 2006

However, the very genesis of e-learning as based on human collaboration in knowledge work and inn... more However, the very genesis of e-learning as based on human collaboration in knowledge work and innovation, can be traced to the development of network communication in the late 1960s, with the invention of e-mail and computer conferencing over packet-switched networks in 1971. Historically, these technological innovations introduced an unprecedented opportunity whereby people could communicate and collaborate despite differences in time and place, and they became key to a social, economic, and especially educational paradigmatic shift. The telecommunications revolution both enabled and required fundamentally new forms of societal and economic activity, leading to the knowledge economy. The resultant demands and opportunities impacted and transformed education. The 1980s and 1990s represented a period of intense innovation and expansion in e-learning and networking throughout public schooling as well as in tertiary, professional, workplace, and adult education. The 21st century thus unfolded with new attitudes toward e-learning, and the emergence of new pedagogical models, technological affordances, and mindsets. A paradigm shift became apparent, subtle yet ultimately profound. A fundamental shift in understanding of the very nature of learning and hence the definition, design, and delivery of education characterized the late 1990s and early 21st century, and this shift became civilizational and global as educators and learners worldwide adopted networked e-learning. This chapter addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art of e-learning today, especially the use of network technologies for collaborative learning. The chapter outlines how the early pioneers contributed to the educational paradigm change and how the theory and practice of learning has been advanced into new learning theories and models, modes of delivery, instructional roles, instructional designs, and learning processes and outcomes. The goal of the chapter is to provide an overview of the highlights of the early days of e-learning, a sense of the accomplishments, the challenges, and the adventure. The author recognizes that there are many more dots to be added and linked into creating a comprehensive history. I apologize to the many individuals, teams, and projects omitted. Let us keep working at documenting our history. The field and its future deserve it.

Virtual reality is a new and rapidly changing medium, with best practices still emerging at vario... more Virtual reality is a new and rapidly changing medium, with best practices still emerging at various locations across the industry. This white paper summarizes industry research and development focusing on player experience and comfort, particularly interventions that seek to mitigate the effects of Simulator Sickness. In order to better collate, evaluate and understand the variety of approaches and practices across the gaming industry, Phantom Compass partnered with the Ryerson’s Responsive Ecologies Lab to develop and playtest three prototypes that employ the current best practices in an effort examine lessons learned and expand current VR design.

Handbook of Theory and Research in Cultural Studies and Education

Routledge eBooks, Aug 3, 2022

Handbook of Theory and Research in Cultural Studies and Education, 2019

Britain and Japan: Biographical Portraits, Vol. VIII

It is widely accepted that pandemics have disproportionately impacted Indigenous Peoples (First N... more It is widely accepted that pandemics have disproportionately impacted Indigenous Peoples (First Nations, Inuit, and Metis) of Canada. For example, in 2009, First Nations Peoples were disproportionately impacted during the H1N1 (A(H1N1)pdm09) influenza pandemic-particularly, those living in remote communities were 6.5 times more likely to be admitted to an intensive care unit compared to non-Indigenous Canadians, and for whom rates of hospitalization were three times that for all Canadians (Boggild et al., 2011). Likewise, it has been reported that severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has disproportionately impacted Canadian Indigenous Peoples due to pre-existing vulnerabilities (Indigenous Services Canada, 2021a). Indeed, history is repeating itself as SARS-CoV-2 cases (hereafter referred to as COVID-19) (Gorbalenya et al., 2020) have spread rapidly among First Nation communities (Indigenous Services Canada, 2020, 2021a, 2021b). To the point, in early June 2021, the remote coastal communities of the western James Bay region of northern Ontario, Canada, experienced a significant COVID-19 outbreak with some communities having over 220 confirmed cases (population of approximately 1800 persons), half of which were reported to be in children (Weeneebayko Area Health Authority, 2021a). As of 1 June 2021, the rate of active COVID-19 cases in on-reserve First Nations People was 188% of the general Canadian population rate (Indigenous Services Canada, 2021a), although by late June the situation has been improving.

Indigenous Health and Well-Being in the COVID-19 Pandemic, 2022

The COVID-19 pandemic has forever altered the way of life of many people worldwide. However, this... more The COVID-19 pandemic has forever altered the way of life of many people worldwide. However, this pandemic has had a disproportionate impact on Indigenous communities, especially remote ones. Herein, we describe how the Cree First Nation communities of western James Bay, Canada, have responded to the threats and challenges of the COVID-19 pandemic and highlight the novel adaptation methods applied by these communities to manage short- and long-term impacts.

Digital Culture and Education, 2022

Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experie... more Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experience of politics, culture, identity, and agency. Building on critical research in other fields, critical educational theorists are exploring the pervasive role of algorithms, AI, and 'smart learning' tools in reshaping what and how we learn. This work is articulating new critical literacies adequate to the challenges of 'algorithmic culture', where algorithms co-produce, with users, differentiated media experiences, knowledge, affinities, and communities, as well as new patterns of identity and embodied action. This article examines how educational theory is responding to the dramatic shifts in digital experience precipitated by algorithmic systems and explores how educators can support students in developing critical literacies and technical skills for navigating emerging algorithmically-mediated worlds. We offer conceptual and pedagogical heuristics to educational researchers and educators for navigating the challenges of algorithmic culture, as well as identify risks associated with the migration of big data techniques into formal educational spaces.

Art by James Cicatko

DIGITAL CULTURE & EDUCATION, 2022

Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experie... more Algorithms are interwoven in the fabric of digital culture. They increasingly mediate our experience of politics, culture, identity, and agency. Building on critical research in other fields, critical educational theorists are exploring the pervasive role of algorithms, AI, and 'smart learning' tools in reshaping what and how we learn. This work is articulating new critical literacies adequate to the challenges of 'algorithmic culture', where algorithms co-produce, with users, differentiated media experiences, knowledge, affinities, and communities, as well as new patterns of identity and embodied action. This article examines how educational theory is responding to the dramatic shifts in digital experience precipitated by algorithmic systems and explores how educators can support students in developing critical literacies and technical skills for navigating emerging algorithmically-mediated worlds. We offer conceptual and pedagogical heuristics to educational researchers and educators for navigating the challenges of algorithmic culture, as well as identify risks associated with the migration of big data techniques into formal educational spaces.

Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging... more Consumer virtual reality is a new and rapidly changing medium, with best practices still emerging across the industry. As part of an industry-academic collaboration, Phantom Compass partnered with Ryerson's Responsive Ecologies Lab to design and playtest three virtual reality prototypes that employ and expand on the current best practices. This white paper collates industry research and development focusing on player experience and comfort, and summarizes the results of our design process.

Building Virtual Communities, 2002

Learning is the creation of knowledge through the transformation of experience and transcends the... more Learning is the creation of knowledge through the transformation of experience and transcends the particular institutional context that society has reserved for that purpose (Cayley, 1992; Illich, 1970; Kolb, 1984). It is also important not to confuse learning exclusively with school knowledge, for knowledge comes in many forms and for different purposes (Barnes, 1988; Dewey, 1938). Using Kolb's view on learning, if we substitute a particular type of change for transformation then change becomes a condition for learning. People participate in learning settings from birth onward. They move from setting to setting such as the home, playground, school, service groups, and church, and over the years add work settings and other leisure activities. Our interests center around creating and conducting inquiry on such learning environments. This particular focus includes both formal school settings, nonschool settings (museums, science centers, public spaces, and the Internet), and the points of intersection between these environments. These interests combine work in both real and virtual, online and off-line spaces. Understanding the nexus of learning and community relies upon an analysis of each context, so as to ascertain the expectations of participants and the task demands of the environment. We accordingly recognize the diversity of virtual environments, and also the interconnections that exist between online and off-line communities. What connects communities, virtual or otherwise, are the possibilities offered for learning; it is not just "school-based" or specifically an educational institution's private preserve. It is no stretch of the imagination for us to include the Internet as a learning site. The term "virtual community" has become so widespread in its use that there is a tendency to conflate all social activity into a single concept and ignore the diversity of virtual contexts. Another challenge is characterized by the debate about whether online groups can be termed "communities"

Understanding Digital Technologies and Young Children, 2016

Understanding Digital Technologies and Young Children explores the possibilities digital technolo... more Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children. Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become e ective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children's learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, d iscover, play and interact with real and imaginative worlds to allow active meaning-making. With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings. This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.

This paper describes using wearable computing devices to perform "sousveillance " (inve... more This paper describes using wearable computing devices to perform "sousveillance " (inverse surveillance) as a counter to organizational surveillance. A variety of wearable computing devices generated different kinds of responses, and allowed for the collection of data in different situations. Visible sousveillance often evoked counter-performances by front-line surveillance workers. The juxtaposition of sousveillance with surveillance generates new kinds of information in a social surveillance situation. Being Surveilled These days, if you feel like somebody's watching you, you might be right. One year after the Sept 11 attacks, security experts and privacy advocates say there has been a surge in the number of video cameras installed around the country [U.S.]. The electronic eyes keep an unwavering gaze on everything from the Golden Gate Bridge to the Washington Monument…. [For example,] a group of anti-surveillance activists [say] … they have seen a 40 % increase in ...

This paper explores using wearable computing devices to perform "sousveillance" (invers... more This paper explores using wearable computing devices to perform "sousveillance" (inverse surveillance) as a counter to organizational surveillance.

University of Toronto, 2001

The techneducator stands at the nexus, Janus-like, between the realms of education and technology... more The techneducator stands at the nexus, Janus-like, between the realms of education and technology. These two worlds meet head-on through the collisions experienced and instigated by the author of this dissertation in the conceptualization and creation of polysynchronous virtual learning environments. The dissertation itself explores multiple strands of inquiry into the author's emergence as a techneducator over two decades of working in the worlds of technology and education. The intention of this inquiry is to develop a narrative picture of the struggle to relocalize developments in technology more firmly within the purview of the educator, as opposed to the present situation where developments in educational technology are primarily controlled by programmers, technicians, administrators and corporations.
Commencing with the realization that the understanding of how technology and education should interrelated, in order to redress the imbalance that positions educators in the role of being primarily passive participants in the imposition of technology on education, the author embraced the emergent nature of inquiry and the focus of the dissertation shifted from a consideration of groups of educators learning in the virtual learning environment of MOOkti that he had created, towards a narrative inquiry of his own practice, particularly as a creator of learning environments. The resulting text, in which theory is embedded in metaphor through out the narrative, developed into the articulation of the techneducator effect. This effect in turn became the foundation for the conceptualization of educational technology manifest in COLLIDE, the Collaborative Object-based Lifetime Learning Interaction Design Engine, described in Chapter Five. COLLIDE is presented as a narrative description of a software environment that embodies the key elements of the techneducator distilled from the narrative inquiry of the previous chapter. The dissertation concludes with a meta-inquiry into the construction of the entire dissertation project in order to contextualize the inquiry into the creation of learning settings within theories of critical narrative, as a way to bring closure and to allow for meditation on locations for future inquiry.