Intended and unintended consequences of student use of an online questioning environment

While supplementation of face‐to‐face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st‐year students attended F2F sessions and engaged with an anonymous online questioning environment. The differences between students' F2F and online behaviour led to intended and unintended consequences. The purpose of this paper is to explore these intended and unintended consequences of technology use. The project was undertaken over a 3‐year period, starting in 2004. In 2004, a pilot project was conducted based on a class of 35 students studying a 1st‐year programming course in information systems. The investigation was again conducted in 2005 for the same course, this time with 63 students. In 2006, the project was extended to a class of 610 1st‐year commerce students studying an introductory information systems course. In all cases, students met F2F and when online, engaged with an anonymous Web/SMS collaborative tool. The intended consequence was that a blending of F2F with online interaction extended student engagement beyond the limitation of a classroom and provided a forum for further collaboration and consultation. The intended outcome was achieved. An unintended consequence was that the tool provided the lecturer with diagnostic information that was used to impact on pedagogical designs. This was often a result of students taking on an online personality that would very often be extremely frank and honest about the manner in which the course was conducted, and how learning was taking place. The findings show that students used the tool in ways that exceeded the envisaged intention, and student use of the tool positively impacted on the curriculum, pedagogy and general running of the course. The paper concludes that integration of online engagement with F2F teaching adds value to the teaching and learning experience.     

Small data,online learning and assessment practices in higher education: a case study of failure?

In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project.     

Continuity or Discontinuity? Scientific Governance in the Pre-History of the 1977 Law of Higher Education and Research in Sweden

The objective of this paper is to balance two major conceptual tendencies in science policy studies, continuity and discontinuity theory. While the latter argue for fundamental and distinct changes in science policy in the late 20th century, continuity theorists show how changes do occur but not as abrupt and fundamental as discontinuity theorists suggests. As a point of departure, we will elaborate a typology of scientific governance developed by Hagendijk and Irwin (2006) and apply it to new empirical material. This makes possible a contextualization of the governance of science related to the codification of the “third assignment” of the Swedish higher education law of 1977. The law defined the relation between university science and Swedish citizens as a dissemination project, and did so despite that several earlier initiatives actually went well beyond such a narrow conceptualisation. Our material reveals continuous interactive and rival arrangements linking the state, public authorities, the universities and private industrial enterprises. We show how different but coexisting modes of governance of science existed in Sweden during the 20th century, in clear contrast with the picture promoted by discontinuity theorists. A close study of the historical development suggests that there were several periods of layered governance when interactions and dynamics associated with continuity as well as discontinuity theories were prevalent. In addition, we conclude that the typology of governance applied in the present paper is fruitful for carrying out historical analyses of the kind embarked upon in spite of certain methodological shortcomings.     

A microfluidic platform for generation of sharp gradients in open-access culture

Control of the 3D microenvironment for cultured cells is essential for understanding the complex relationships that biomolecular concentration gradients have on cellular growth, regeneration, and differentiation. This paper reports a microfluidic device for delivering gradients of soluble molecules to cells in an open reservoir without exposing the cells to flow. The cells are cultured on a polyester membrane that shields them from the flow that delivers the gradient. A novel "lid" design is implemented which prevents leakage from around the membrane without requiring sealing agents or adhesives. Once layers are molded, device fabrication can be performed within minutes while at room temperature. Surface gradients were characterized with epifluorescence microscopy; image analysis verified that sharp gradients (～33 μm wide) can be reproducibly generated. We show that heterogeneous laminar flow patterns of Orange and Green Cell Tracker (CT) applied beneath the membrane can be localized to cells cultured on the other side; concentration profile scans show the extent of CT diffusion parallel to the membrane's surface to be 10-20 μm. Our device is ideal for conventional cell culture because the cell culture surface is readily accessible to physical manipulation (e.g., micropipette access), the cell culture medium is in direct contact with the incubator atmosphere (i.e., no special protocols for ensuring proper equilibration of gas concentrations are required), and the cells are not subjected to flow-induced shear forces, which are advantageous attributes not commonly found in closed-channel microfluidic designs.