Conventional Thought and Practice in Physical Education: Problems of Teaching and Implications for Change

Viewed in the light of benchmarks for professional quality, the generally weak commitment to teaching clearly becomes the main problem with current physical education. The ideological legacy of the profession—the two conventional ideas of “physical education as training of the physical” and “physical education as education through the physical”—is a main cause of confusion as well as the source for the growing lack of public support for physical education as an integral school subject. This paper looks at the theory of the self-reproducing failing of physical education as an hypothesis to explain this continuing plummet of physical education. Prospects for change are dependent on (a) creating conceptual clarity and cohesiveness among physical education teacher educators, (b) recruiting carefully, (c) maintaining “learning to reflect” as the leitmotiv of the teacher education program, and (d) developing an agreement of concepts among student teaching supervisors.     

Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning

Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning. Using social network analysis, we provide empirical evidence on an informal learning activity, where participants collaboratively created knowledge on wiki sites on a predefined set of topics. Our results show that there are three types of active participants in these types of informal learning activities, namely leaders, collaborators and lone editors. These findings provide valuable insights for other, similar activities that aim at enhancing the professional development of individuals.     

A large-scale implementation of predictive learning analytics in higher education: the teachers’ role and perspective

By collecting longitudinal learner and learning data from a range of resources, predictive learning analytics (PLA) are used to identify learners who may not complete a course, typically described as being at risk. Mixed effects are observed as to how teachers perceive, use, and interpret PLA data, necessitating further research in this direction. The aim of this study is to evaluate whether providing teachers in a distance learning higher education institution with PLA data predicts students’ performance and empowers teachers to identify and assist students at risk. Using principles of Technology Acceptance and Academic Resistance models, a university-wide, multi-methods study with 59 teachers, nine courses, and 1325 students revealed that teachers can positively affect students’ performance when engaged with PLA. Follow-up semi-structured interviews illuminated teachers’ actual uses of the predictive data and revealed its impact on teaching practices and intervention strategies to support students at risk.

     

Implementing randomised control trials in open and distance learning: a feasibility study

Randomised control trials (RCTs) are an evidence-based research approach which has not yet been adopted and widely used in open and distance education to inform educational policy and practice. Despite the challenges entailed in their application, RCTs hold the power to robustly evaluate the effects of educational interventions in distance learning and conclude on whether (or not) these interventions should be adopted and used extensively. The aim of this paper is to spark discussions around the use of RCTs in distance learning by illustrating their benefits and drawbacks including challenges in adopting RCTs in education. To achieve this aim, a RCT was implemented to examine whether a small-scale intervention in four language modules could improve attendance at an end-of-module speaking assessment, and in consequence, performance, completion and pass rates. Results raise the need for further research in order to identify what type of interventions should be designed and put into practice to elicit a positive impact on learners. The paper concludes with a discussion on why RCTs should be brought to the forefront as a viable method for the effective evaluation of the impact of open learning analytic interventions.     

Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.     

Accelerating the Development of Second-Order False Belief Reasoning: A Training Study With Different Feedback Methods

One-hundred-six 5-year-olds’ (M_age = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds’ failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions.     

An innovative use of instant messaging technology to support a library's single-service point

A library service model that provides reference and instructional services by summoning reference librarians from a single service point is described. The system utilizes Libraryh3lp, an open-source, multioperator instant messaging system. The selection and refinement of this solution and technical challenges encountered are explored, as is the design of public services around this technology, usage of the system, and best practices. This service model, while a major cultural and procedural change at first, is now a routine aspect of customer service for this library.     

Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting

Abstract

Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students.     

New Insights on Picasso’s Blue Period Painting La famille Soler

The study of La Famille Soler using non-invasive imaging, molecular, structural, and elemental analysis allowed the re-examination of changes of the work. Considered as the earliest of Picasso’s versions of Le déjeuner sur l’herbe by E. Manet, evidence suggests that an underlying landscape painted by Vidal in 1903 also referred to Manet’s masterpiece. On the other hand, new results suggest that the cubist sketch undertaken by Picasso in 1912, prior to the current blue background, could be an uncompleted transformation of Vidal’s landscape into synthetic cubism. Through study the main pigments used in the underlying compositions were successfully identified.