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Professor Peter Scott

Biography

As Pro Vice-Chancellor (Education) at UTS Professor Peter Scott is responsible for the Postgraduate.Futures strategy and transforming the digital experience of our students.

Before joining UTS, he was the Director of the Knowledge Media Institute at the UK's Open University – the world's leading distance learning institution and was at the forefront of research and development in disciplines that intersect to improve learning with technology. In his distant past, Peter taught Psychology at the University of Sheffield, UK, and has textbooks in both Psych and Cognitive Science.

He believes technology is a critical part of the learning mix for the 21st century university, but only one part of that mix. He envisages a new way of working where we fit people, places and learning designs together with technology into UTS life.
Image of Peter Scott
Pro Vice-Chancellor (Education), Deputy Vice-Chancellor (Education and Students)
 
Phone
+61 2 9514 1344

Chapters

Okada, A., Buckingham Shum, S., Bachler, M., Tomadaki, E., Scott, P., Little, A. & Eisenstadt, M. 2009, 'Knowledge media tools to foster social learning' in Hatzipanagos, S. & Warburton, S. (eds), Handbook of Research on Social Software and Developing Community Ontologies, IGI Global, Hershey, PA, USA, pp. 357-380.
View/Download from: UTS OPUS or Publisher's site
The aim of this chapter is to overview the ways in which knowledge media technologies create opportunities for social learning. The Open Content movement has been growing rapidly, opening up new opportunities for widening participation. One of the Open Educational Resources (OER) initiatives is the OpenLearn project, launched by the Open University, which integrates three knowledge media technologies: Compendium, FM and MSG. In this chapter, the authors analyse some examples, which show how these tools can be used to foster open sensemaking communities by mapping knowledge, location and virtual interactions. At the end, they present some questions and future horizons related to this research
Okada, A., Tomadaki, E., Bachler, M., Eisenstadt, M., Buckingham Shum, S. & Scott, P. 2009, 'Knowledge Media Tools to Foster Social Learning in Open Sensemaking Communities' in Hatzipanagos, S. & Warburton, S. (eds), Handbook of Research on Social Software and Developing Community Ontologies, IGI Global Snippet.
"This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher.

Journal articles

Ferguson, C., Davidson, P.M., Scott, P.J., Jackson, D. & Hickman, L.D. 2015, 'Augmented reality, virtual reality and gaming: an integral part of nursing.', Contemporary nurse, vol. 51, no. 1, pp. 1-4.
View/Download from: UTS OPUS
Brooks, F. & Scott, P. 2006, 'Exploring knowledge work and leadership in online midwifery communication.', Journal of advanced nursing, vol. 55, no. 4, pp. 510-520.
AIM: This paper reports a study to answer the following question: if given a user-friendly online system, that enabled communication across the practice community, would midwives function as knowledge workers? BACKGROUND: Globally, the demand for quality-led and innovative service delivery requires that nurses and midwives shift from being 'information workers', or passive receivers of managerial and organizational decisions, to become 'knowledge workers' who are able to create, lead and communicate service innovation and practice development. New communication technologies may offer a means for healthcare professionals to interact as knowledge workers and develop supportive communities of practice. METHODS: An online discussion forum was implemented as a low-cost technological intervention, deploying existing hardware and a standard hospital intranet. The evaluation of the forum was constructed as case-study organizational research. The totality of online communication, both traffic and content, was analysed over a 3-month period (193 messages downloaded 2003/2004), and 15 in-depth interviews were undertaken with forum users. FINDINGS: Given simple, facilitative, innovative technology, supported by a positive working culture and guided by effective leadership, midwives could function as 'knowledge workers', critically reflecting upon their practice and translating knowledge into action designed to achieve change in practice. Participation occurred across all staff grades, and midwives were predominantly supportive and facilitative towards the contributions made by colleagues. CONCLUSION; Midwives may be well placed to exemplify the 'ideal' characteristics of the knowledge worker being demanded of modern healthcare professionals. The deployment of online interactive technologies as part of strategic vision to enhance knowledge work among healthcare professionals should be given attention within health systems.
Brooks, F. & Scott, P. 2006, 'Knowledge work in nursing and midwifery: an evaluation through computer-mediated communication.', International journal of nursing studies, vol. 43, no. 1, pp. 83-97.
Recent changes in policy and culture require health workers to incorporate "knowledge work" as a routine component of professional practice. Innovative computer-mediated communication technologies provide the opportunity to evaluate the nature of "knowledge work" within nursing and midwifery. This study embedded an online discussion system into an acute NHS Trust to support interaction within communities of practice. The complete record of online communications was analysed. Nurses were found to predominantly engage in information work with knowledge work restricted to senior-to-senior level exchanges. In contrast, midwives were observed to employ the technology to support knowledge work between all grades. The study indicates that technology can support knowledge work, including conveying tacit knowledge effectively.