Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.     

The gross anatomy course: An analysis of its importance

The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists.     

Best performances by men and women open-water swimmers during the 'English Channel Swim' from 1900 to 2010

Abstract Little research has examined ultra-endurance swimming performances. The 'English Channel Swim', where swimmers have to cover a distance of 32?km between England and France represents a unique long-distance, open-water, sea-swimming challenge, and each year swimmers from all over the world try to succeed in this challenge. The best times in minutes and the nationality of successful men and women swimmers were analysed from 1900 to 2010. A total of 1,533 swimmers (455 women and 1,078 men) from more than 40 countries have successfully completed the 'English Channel Swim'. Great Britain was the country most represented, with 38% of the total, followed by the United States with 20%. Swim speed has increased progressively for both sexes (P??0.05). The results suggest that the performance of women open-water ultra-distance swimmers may be similar to that of men. Further studies investigating anthropometrical and physiological characteristics of open-water ultra-swimmers are needed to compare men's and women's open-water ultra-swim performances.     

Clean and productive? Empirical evidence from the German manufacturing industry

In view of the controversial policy debate on “green” growth and corresponding stimulus packages we empirically investigate the production effects of environmental investment as well as of environmental and energy expenditures. Using a panel dataset of German manufacturing sectors our econometric analysis identifies a positive impact of environmental investment on production growth. In contrast, our estimation results cannot support the hypothesis of positive production impacts induced by environmental or energy expenditures. We thus conclude that environmental regulation should in particular stimulate environmental investment in order to be compatible with the pursuit of production growth.     

Influence of a Dissection Video Clip on Anxiety,Affect, and Self-Efficacy in Educational Dissection: A Treatment Study

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.     

Leisure participation: modelling the decision to engage in sports and culture

Participation in sport and participation in cultural activities are usually studied separately. However, since both activities dominate the leisure time of most individuals, it is reasonable to analyse simultaneously the determinants of participation in both activities. Informed by the economic household theory, this study examined the core factors of time, income, human capital as well as several socio-demographic factors. The results showed that there was as small but significant correlation between sports and cultural participation. Thus, both can be described as complementary and competing activities. Leisure time, gender, education, nationality and subjective well-being were significant predictors of both sports and cultural participation. Differences were found for the variables age and income. This paper also describes the characteristics of those individuals who are not likely to participate in either activity and emphasises the importance of social inclusion programmes.     

Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule.

This study examines the effects of a self-controlled use of physical assistance devices on learning a complex motor skill (i.e., producing slalom-type movements on a ski simulator). Physical assistance was provided by ski poles. One group of learners (self-control) was provided with the poles whenever they requested them, whereas another (yoked) group had no influence on the pole/no-pole schedule. While there were no group differences during the practice phase (Days 1 and 2), clear group differences emerged in the retention test without poles (Day 3). The self-control group produced significantly larger amplitudes than the yoked group. These results extend previous findings by showing learning advantages of the self-controlled use of physical assistance devices in complex motor skill learning.     

Enhancing motor learning through dyad practice: contributions of observation and dialogue

It has been shown that practice in dyads, as compared to individual practice, can enhance motor learning and increase the efficiency of practice (as two participants can be trained at the same time; Shea, Wulf, & Whitacre, 1999). The dyad practice protocol used by Shea et al. included both observation and dialogue between partners. Thus, it was not clear whether the learning benefits of dyad practice were due to observation, dialogue, or both. The present study examined the individual and interactive effects of observation and dialogue. The task used was speed cup stacking. Participants practiced under one of four conditions: observation/dialogue, observation/no dialogue, no observation/dialogue, and no observation/no dialogue. The two conditions that included observational practice were more effective (i.e., produced faster movement times) than the two conditions without it, both during practice and on a retention test performed under individual performance conditions. This suggests that the learning advantages of dyad practice are primarily due to the opportunity to observe another learner.     

Attention and motor performance: preferences for and advantages of an external focus.

This study examined individuad differences in the preference for and effectiveness of the type of attentional focus for motor learning. In two experiments, participants practicing a balance task (stabilometer) were asked to find out whether focusing on their feet (internal focus) or on two markets in front of their feet (external focus) was more effective. In Experiment 1, participants switched their attentional focus from trial to trial on Day 1 and used their preferred attentional focus on Day 2. In Experiment 2, participants were free to switch their attentional focus any time during 2 days of practice. Retention tests were performed on Day 3. Most participants chose an external focus. Also, they were more effective in retention than participants who preferred an internal focus.