A phenomenographic investigation on the use of iPads among undergraduate art and design students

The increasingly widespread use of iPads in higher education (HE) brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap of research on the instructional potential of iPads in HE. This paper describes the first stage of a research project on the use of iPads in undergraduate art and design disciplines, and is a collaboration between the research lab “Networked Learning Technologies in Art and Design” at Cyprus University of Technology, and the “Centre for Pedagogic Research” at Falmouth University in England. The participants from both institutions provided a student‐centred perspective, and the qualitative analysis (phenomenography) revealed varied perceptions. Based on the findings of this project, the implication is that there are a number of challenges and obstacles in embedding the use of iPads in art and design education. Further research in the second stage of this collaborative research will investigate the views and motivations of art and design faculty. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=ZBXnuVJ8eBY     

“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.     

Motivation and cognitive load in the flipped classroom: definition,rationale and a call for research

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.     

Effects of an 8-weeks erythropoietin treatment on mitochondrial and whole body fat oxidation capacity during exercise in healthy males

The present investigation was performed to elucidate if the non-erythropoietic ergogenic effect of a recombinant erythropoietin treatment results in an impact on skeletal muscle mitochondrial and whole body fatty acid oxidation capacity during exercise, myoglobin concentration and angiogenesis. Recombinant erythropoietin was administered by subcutaneous injections (5000 IU) in six healthy male volunteers (aged 21 ± 2 years; fat mass 18.5 ± 2.3%) over 8 weeks. The participants performed two graded cycle ergometer exercise tests before and after the intervention where VO_2max and maximal fat oxidation were measured. Biopsies of the vastus lateralis muscle were obtained before and after the intervention. Recombinant erythropoietin treatment increased mitochondrial O₂ flux during ADP stimulated state 3 respiration in the presence of complex I and II substrates (malate, glutamate, pyruvate, succinate) with additional electron input from β-oxidation (octanoylcarnitine) (from 60 ± 13 to 87 ± 24 pmol · s^?1 · mg^?1 P < 0.01). β-hydroxy-acyl-CoA-dehydrogenase activity was higher after treatment (P < 0.05), whereas citrate synthase activity also tended to increase (P = 0.06). Total myoglobin increased by 16.5% (P < 0.05). Capillaries per muscle area tended to increase (P = 0.07), whereas capillaries per fibre as well as the total expression of vascular endothelial growth factor remained unchanged. Whole body maximal fat oxidation was not increased after treatment. Eight weeks of recombinant erythropoietin treatment increases mitochondrial fatty acid oxidation capacity and myoglobin concentration without any effect on whole body maximal fat oxidation.     

Social Media and Speed-Driven Journalism: Expectations and Practices

To examine how journalists use, and are affected by, social media in their pursuit for speed, this study conducted in-depth interviews with 11 journalists from various U.S. national, metropolitan, and local newspapers. Findings revealed an industry-wide expectation that journalists engage with audiences on social media. But in terms of practice, most interviewees reported that they mainly use Twitter to facilitate news work (i.e., contact hard-to-reach sources) and communicate with other journalists; audiences are rarely their focus on social media. The interviewees were also asked about their perception of how Twitter affects audiences. Most interviewees were unsure of its impact on credibility, but believed that it may promote news use, although not contribute to news organizations’ bottom line. This study offers five reasons why social media are not saving the newspaper industry, and discusses managerial implications regarding the gap between social media expectations and practices.