Talk about texts at the computer: using ICT to develop children's oral and literate abilities

This article describes the outcomes of recent research on children's talk while engaged in joint literacy activities in primary school (Year 5). The research is based on a conception of talk as a tool for ‘thinking together’, with computer software being treated as a resource for organising and focusing children's involvement in collaborative activities. The results are used to discuss the value of classroom talk and computer‐based activities for promoting children's literacy development.     

Intercommunication among physics research groups in Latin America

Communication patterns among Latin American research groups in solid state physics are analyzed using the journal articles they published during a five year span. The patterns found may be symptomatic of the stage of development of the countries involved.     

No Hablo Inglés: Bilingualism and multiculturalism in preschool settings

The projected 5.2 million non-English-speaking preschoolers that will enter early childhood programs in the year 2000 require developmentally appropriate bilingual programs. This article discusses the role and components of both bilingualism and multiculturalism in preschool settings. It further indicates implications for the preparation of teachers and suggests strategies that administrators of preschool settings could utilize in meeting needs of bilingual communities.     

A biomechanical investigation of right-forward lunging step among badminton players

This study presents the kinematics and plantar pressure characteristics of eight elite national-level badminton athletes and eight recreational college-level badminton players while performing a right-forward lunge movement in a laboratory-simulated badminton court. The hypothesis was that recreational players would be significantly different from elite players in kinematics and plantar pressure measures. Vicon^® motion capture and Novel^® insole plantar pressure measurement were simultaneously taken to record the lower extremity kinematics and foot loading during stance. Recreational players showed significantly higher peak pressure in the lateral forefoot (P = 0.002) and force time integral in the lateral forefoot (P = 0.013) and other toes (P = 0.005). Elite athletes showed higher peak pressure in the medial forefoot (P = 0.003), hallux (P = 0.037) and force time integral in the medial forefoot (P = 0.009). The difference in landing techniques for the lunge step between elite athletes and recreational players was observed with peak ankle eversion (?38.2°±2.4° for athletes and ?11.1°±3.9° for players, P = 0.015); smaller knee range of motion in the coronal and transverse planes, with differences in peak knee adduction (28.9°±6.8° for athletes and 15.7°±6.2° for players, P = 0.031); peak knee internal rotation (20.3°±1.3° for athletes and 11.8°±3.2° for players, P = 0.029) and peak hip flexion (77.3°±4.1° for athletes and 91.3°±9.3° for players, P = 0.037).     

Production and consumption of university Linked Data

Linked Data increases the value of an organisation's data over the web by introducing explicit and machine processable links at the data level. We have adopted this new stream of data representation to produce and expose existing data within The Open University (OU) as Linked Data. We present in this paper our approach for producing the data, based on well-defined workflows at the organisation as well as the technical levels. We also discuss the data already available to consume, and show the potential improvements that Linked Data brings by presenting three applications: (1) the OU Expert Search system for finding experts at the OU based on a specified topic of interest, (2) the Social Study application to identify potential courses for students based on their Facebook profile information, and (3) the Linked OpenLearn application that helps students identify related media and courses to OpenLearn units at the OU. Before concluding the paper, we show the potential benefits and an approach towards interlinking data beyond The Open University with other universities, using a common categorisation scheme.     

Learner Autonomy and ICT: A Web-based Course of English for Psychology

The purpose of this paper is to show how the use of the World Wide Web (WWW) as a tool may change not only the contents, but also the teaching procedures and the scope of the material covered, as well as its relevance for the students of a discipline which is no exclusively focused on English. In class we use the WWW as a source of authentic material for the study of English in the field of psychology. The students have access to current on-line material, and they can work with such diverse web sites as departments of psychology web sites, on-line atlases of the brain, resource web sites, career orientation and professional information web sites, etc. By so doing, the students become proficient in English and become also acquainted with vocabulary related to their main discipline, i.e. psychology. The result is a more dynamic approach to teaching English, so that the students gain autonomy, with the instructor acting only as co-ordinator, supervisor and tutor.

L'autonomie de l'enseigné et les ICT: un cours Web en Anglais sur la psychologie

Le but de cet article est de montrer comment l'utilisation du Web comme outil peut changer non seulement les contenus, mais aussi les procédures d'enseignement et l'importance des documents convus aussi bien que son adaptation pour les étudiants d'une discipline qui n'est pas centrée exclusivement sur l'Anglais. En classe, nous utilisons le Web comme source des documents authentiques pour l'étude de l'Anglais dans le domaine de a psychologie. Les étudiants ont accès aux documents en ligne et ils peuvent travailler avec des sites web divers comme ceux des départements de psychologie des atlas en ligne du cerveaux, des sites de ressources, des sites d'orientation des carrières et d'information professionnelle, etc. Ce faisant, les étudiants deviennent compétant en Anglais et s'habitent au vocabulaire de leur discipline principale, la psychologie. Le résultat est une approche plus dynamique de l'enseignement de l'Anglais de sorte que les étudiants acquièrent une autonomie, l'instructeur agissant seulement comme coordinateur, superviseur et tuteur.

Lerner-Autonomie und IKT: Ein webbasierter Englischkurs für Psychologie

Dieses Papier soll zeigen, wie durch die Nutzung des World Wide Web als Tool u.U. nicht nur der Inhalt sondern auch Unterrichtsschritte und das benutzte Lernmaterial sich ändern kann, wie auch seine Bedeutung für Studenten einer Disziplin, die keineswegs auf Englisch ausgerichtet ist. Im Unterricht benutzen wir das WWW als Quelle für authentisches Material für das Studium von Englisch im Bereich der Psychologie. Die Studenten haben Zugang zu aktuellem Online-Material und können mit diversen Websites von Psychologie Departments, Online-Atlanten des Gehirns, Quellen- und Hilfsmittel-Websites, Berufswahl- und Berufsinformations-Websites usw. Dadurch werden die Studenten erfahrener im Gebrauch des Englischen und erhalten dabei gleichzeitig Vertrautheit mit den Fachbegriffen ihres Studienfachs, z.B. Psychologie. Als Resultat profitiert auch der Englisch- Unterricht , so daß die Studenten selbständiger werden und der Unterrichtende mehr als Koordinator, Superviser und Tutor tätig werden kann.