It's not interaction, it's make believe.

A principal, but largely unexplored, use of our cognition when using interacting technology involves pretending. To pretend is to believe that which is not the case, for example, when we use the desktop on our personal computer we are pretending, that is, we are pretending that the screen is a desktop upon which windows reside. But, of course, the screen really isn't a desktop. Similarly when we engage in scenario- or persona-based design we are pretending about the settings, narrative, contexts and agents involved. Although there are exceptions, the overwhelming majority of the contents of these different kinds of stories are not the case. We also often pretend when we engage in the evaluation of these technologies (e.g. in the Wizard of Oz technique we "ignore the man behind the curtain"). We are pretending when we ascribe human-like qualities to digital technology. In each we temporarily believe something to be the case which is not. If we add the experience of tele- and social-presence to this, and the diverse experiences which can arise from using digital technology which too are predicted on pretending, then we are prompted to propose that human computer interaction and cognitive ergonomics are largely built on pretending and make believe. If this premise is accepted (and if not, please pretend for a moment), there are a number of interesting consequences.

Rapid Losses of Surface Elevation following Tree Girdling and Cutting in Tropical Mangroves.

Discussion Conclusions Materials and Methods Acknowledgments Author Contributions References Reader Comments (0) Figures Abstract The importance of mangrove forests in carbon sequestration and coastal protection has been widely acknowledged. Large-scale damage of these forests, caused by hurricanes or clear felling, can enhance vulnerability to erosion, subsidence and rapid carbon losses. However, it is unclear how small-scale logging might impact on mangrove functions and services. We experimentally investigated the impact of small-scale tree removal on surface elevation and carbon dynamics in a mangrove forest at Gazi bay, Kenya. The trees in five plots of a Rhizophora mucronata (Lam.) forest were first girdled and then cut. Another set of five plots at the same site served as controls. Treatment induced significant, rapid subsidence (−32.1±8.4 mm yr−1 compared with surface elevation changes of +4.2±1.4 mm yr−1 in controls). Subsidence in treated plots was likely due to collapse and decomposition of dying roots and sediment compaction as evidenced from increased sediment bulk density. Sediment effluxes of CO2 and CH4 increased significantly, especially their heterotrophic component, suggesting enhanced organic matter decomposition. Estimates of total excess fluxes from treated compared with control plots were 25.3±7.4 tCO2 ha−1 yr−1 (using surface carbon efflux) and 35.6±76.9 tCO2 ha−1 yr−1 (using surface elevation losses and sediment properties). Whilst such losses might not be permanent (provided cut areas recover), observed rapid subsidence and enhanced decomposition of soil sediment organic matter caused by small-scale harvesting offers important lessons for mangrove management. In particular mangrove managers need to carefully consider the trade-offs between extracting mangrove wood and losing other mangrove services, particularly shoreline stabilization, coastal protection and carbon storage.

The Role of SoTL in Classroom Innovation.

The Scholarship of Teaching and Learning (SoTL) is being promoted as an activity for teaching-focused academics in the UK. However, support for SoTL is not a priority for most institutions, and formal provision for such support may not extend beyond the postgraduate certificate in higher education that is offered for new academic staff. This paper examines the experiences of SoTL of a group of twenty-one Life Sciences academics from a range of UK universities. It explores the role that SoTL has to play in developing classroom innovation in a structured and scholarly manner, and the consequences to both teaching staff and students, if SoTL is not supported as an academic activity throughout the careers of teaching-focused academics.

‘Novice Teachers’ Views of an Introductory Workshop about Teaching in the Biosciences.

Seven regional networking events, aimed at supporting and developing ‘early stage’ novice university bioscience teachers were held across the UK. These workshops allowed 230 participants to reflect on teaching styles, learn about Higher Education Academy resources and discuss strategies to deal with a range of teaching situations. Post-event feedback was sought, and the results are presented in this paper. Feedback on the events was overwhelmingly positive, highlighting the need for such events to support the development of new teachers in higher education. Institutional training varies and these opportunities for sharing experiences, asking questions, networking and reflection on teaching practice were highly regarded. Most participants felt more confident about their teaching and believed that students were more directly engaged in their teaching after attending the events. Recommendations for support of this category of teacher include provision of discipline-specific events, opportunity for local area networking and support for the development of reflective practice in teaching and learning.