Learning to manage and managing to learn

In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice.     

Self Organising Wayfinding Support for Lifelong Learners

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.     

Constructing and experiencing boyhoods in research in London

When Rob was about 14‐years‐old, at an all male boarding school, he was so glad that he did not have a tiny penis like another boy who was called girl. He was popular because he was good at sport, missed his mum and dog terribly but never showed it (except a little to his mum and dog) and talked a lot about girls he fancied. These memories were triggered by an interview based study on the identities of 11‐ to 14‐year‐old boys in London which we conducted from 1997–2000. Rob was the interviewer, and he interviewed boys in groups (45: 36 single sex and nine mixed) and individually (79) in 12 London schools.     

Student attitudes towards and use of ICT in course study,work and social activity: A technology acceptance model approach

The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas.     

A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response

ABSTRACT

Faculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and intentional faculty mentoring. This teaching and learning platform provides an opportunity to engage with a globally diverse population of doctoral students while fostering both relationships and quality learning outcomes. Educational design and pedagogical features of the program are described and analyzed through the collaborative thinking and learning platform of the Community of Inquiry (CoI) model’s interdependent elements–teaching, cognitive, and social presence. Eighteen students and ten faculty evaluated the strengths and limitations of the online program across each dimension of the model through student course evaluations, focus-group reflections, and qualitative faculty survey data. Student and faculty respondents specified the benefits of synchronous presence across all three dimensions. They also identified significant barriers, particularly in the areas of teaching and social presence. Implications and recommendations are based on a review of findings that inform pedagogical decisions and design options for online PhD education in social work.     

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.     

Energy system contribution to 1500- and 3000-metre track running

The aim of the present study was to quantify the contributions of the aerobic and anaerobic energy systems to 1500- and 3000-m track running events during all-out time-trials performed individually on a synthetic athletic track. Ten 3000-m (8 males, 2 females) and fourteen 1500-m (10 males, 4 females) trained track athletes volunteered to participate in the study. The athletes performed a graded exercise test in the laboratory and two time-trials over 1500 or 3000 m. The contributions of the energy systems were calculated by measures of race oxygen uptake, accumulated oxygen deficit (AOD), race blood lactate concentration, estimated phosphocreatine degradation and some individual muscle metabolite data. The relative aerobic energy system contribution (based on AOD measures) for the 3000 m was 86% (male) and 94% (female), while for the 1500 m it was 77% (male) and 86% (female). Estimates of anaerobic energy expenditure based on blood lactate concentrations, while not significantly different (P > 0.05), were generally lower compared with the AOD measures. In conclusion, the results of the present study conform with some recent laboratory-based measures of energy system contributions to these events.     

Physiological responses and bowling performance during repeated spells of medium-fast bowling

The aim of the present study was to investigate the relationship between physiological and performance responses during repeated 6-over fast-bowling spells. Six, first-class, medium-fast bowlers performed 2x6-over spells separated by 45 min of light activity. The 6-over spells were based on the Cricket Australia fast bowling skills test that is a set order of deliveries at a grid-based target. Ball speed, accuracy and full and final 5-m run-up speed were measured on each ball. Nude mass, heart rate, core temperature, capillary blood lactate, pH and glucose, perceptual measures of RPE and muscle soreness (MS) and repeated vertical jump efforts were measured prior to, during and following each spell. Results indicated no decrement (P=0.41) and small effect sizes (d<0.2) in bowling speed (125.7+/-5.1 and 125.4+/-4.5 km.h(-1)) or accuracy (40.4+/-16.1 and 41.6+/-18.0 AU) between spells 1 and 2. No differences (P=0.6-0.8) were present between spells for heart rate, core temperature, lactate, pH, glucose, RPE, MS or vertical jump. Only final 5-m run-up speed showed a large correlation with ball speed (r=0.70), while accuracy and speed were not correlated (r=0.05). In conclusion, repeated 6-over spells in well-trained bowlers results in minimal performance decrement in mild conditions (22 degrees C). As faster bowlers had faster final 5-m run-up speeds, the maintenance of high final 5-m run-up speeds might be important to maintaining bowling speed. Future research should also include a third bowling spell and warmer environmental conditions.