Create-A-Scape: Mediascapes and curriculum integration

The paper is a theoretical reflection on a research study of ‘Create-A-Scape’, a software resource for making mediascapes to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts, sounds and images that are geo-tagged or ‘attached to’ the local landscape, and learners use mobile technologies, such as PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab, was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy. A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting learning in meaningful physical places.     

Developmentally Appropriate Practice and a National Literacy Strategy

This paper questions the introduction of national teaching strategy for all ages from five to eleven. It is proposed that the lack of developmentally appropriate practice in the early teaching of literacy is inappropriate and may be counter-productive to the long term goals of high literacy standards.     

The Effect of In-Season Traditional and Explosive Resistance Training Programs on Strength,Jump Height,and Speed in Recreational Soccer Players

Purpose: Resistance training is often performed in a traditional training style using deliberate relatively longer repetition durations or in an explosive training style using maximal intended velocities and relatively shorter repetition durations. Both improve strength, “power” (impulsivity), and speed. This study compared explosive and traditional training over a 6-week intervention in 30 healthy young adult male recreational soccer players. Method: Full body supervised resistance training was performed 2 times a week using 3 sets of each exercise at 80% of one repetition maximum to momentary failure. Outcomes were Smith machine squat 1 repetition maximum, 10 meter sprint time, and countermovement jump. Results: Both groups significantly improved all outcomes based on 95% confidence intervals not crossing zero. There were no between-group differences for squat 1 RM (TRAD = 6.3[5.1 to 7.6] kg, EXP = 5.2[3.9 to 6.4] kg) or 10 meter sprint (TRAD = ?0.05[?0.07 to ?0.04] s, EXP = ?0.05[?0.06 to ?0.03] s). Explosive group had a significantly greater increase in countermovement jump compared to the traditional group (TRAD = 0.7[0.3 to 1.1] cm, EXP = 1.3[0.9 to 1.7] cm). Conclusion: Both the traditional training and explosive training performed to momentary failure produced significant improvements in strength, speed, and jump performance. Strength gains are similar independent of intended movement speed. However, speed and jump performance changes are marginal with resistance training.     

Static versus dynamic kinematics in cyclists: A comparison of goniometer,inclinometer and 3D motion capture

Kinematic measurements conducted during bike set-ups utilise either static or dynamic measures. There is currently limited data on reliability of static and dynamic measures nor consensus on which is the optimal method. The aim of the study was to assess the difference between static and dynamic measures of the ankle, knee, hip, shoulder and elbow. Nineteen subjects performed three separate trials for a 10-min duration at a fixed workload (70% of peak power output). Static measures were taken with a standard goniometer (GM), an inclinometer (IM) and dynamic three-dimensional motion capture (3DMC) using an eight camera motion capture system. Static and dynamic joint angles were compared over the three trials to assess repeatability of the measurements and differences between static and dynamic values. There was a positive correlation between GM and IM measures for all joints. Only the knee, shoulder and elbow were positively correlated between GM and 3DMC, and IM and 3DMC. Although all three instruments were reliable, 3D motion analysis utilised different landmarks for most joints and produced different means. Changes in knee flexion angle from static to dynamic are attributable to changes in the positioning of the foot. Controlling for this factor, the differences are negated. It was demonstrated that 3DMC is not interchangeable with GM and IM, and it is recommended that 3DMC develop independent reference values for bicycle configuration.     

Adults' prior exposure to print as a predictor of the legibility of text on paper and laptop computer

This study investigated the effects of variations in graphic elements that account for differences in speed and accuracy between reading text aloud from paper versus laptop computer. Variations in accurate reading-aloud performance are attributable to individual differences in the visual accessibility of information due to (1) the experimental manipulations of the independent variables, (2) the subjects' prior exposure to print within the culture, and (3) the educational attainment of the subject. A non-representative sample of 48 female survey interviewers (ages 38–72) were employed in the conduct of this study. Survey interviewers were selected because they gather information using laptop computers; the quality of the survey information collected may be directly associated with the legibility of computerized text on reader performance. Subjects completed a prior exposure to print questionnaire (Stanovich & West 1989) and a demographic data form (IDIQ). Repeated-measures analyses of variance were employed to examine individual differences in the speed and accuracy of reading-aloud performance for twenty-four conditions varying the levels of independent variables including: (1) Font (Times Roman, Helvetica, and Courier), (2) Justification (fully- justified versus left-justified), (3) Leading (single-spaced versus double-spaced), and (4) Mode of Presentation (paper versus laptop computer). Linear regression analyses found subjects' prior exposure to print significantly and positively related to predicting speed and miscue performance. The subjects' educational attainment significantly predicted miscue performance. Subjects' ages were not significantly related to performance. Results of this study inform computer programmers and designers who are responsible for developing standards and guidelines for legible computerized text for the effective access of accurate information.