Curriculum, content and controversy in higher education

Recent evidence suggest that academic staff face difficulties in applying new technologies as a means of assessing higher order assessment outcomes such as critical thinking, problem solving and creativity. Although higher education institutional mission statements and course unit outlines purport the value of these higher order skills there is still some question about how well academics are equipped to design curricula and, in particular, assessment strategies accordingly. Despite a rhetoric avowing the benefits of these higher order skills, it has been suggested that academics set assessment tasks up in such a way as to inadvertently lead students on the path towards lower order outcomes. This is a controversial claim, and one that this paper seeks to explore and critique in terms of challenging the conceptual basis of assessing higher order skills through new technologies. It is argued that the use of digital media in higher education is leading to a focus on student's ability to use and manipulate of these products as an index of their flexibility and adaptability to the demands of the knowledge economy. This focus mirrors market flexibility and encourages programmes and courses of study to be rhetorically packaged as such. Curricular content has becomes a means to procure more or less elaborate aggregates of attributes. Higher education is now charged with producing graduates who are entrepreneurial and creative in order to drive forward economic sustainability. It is argued that critical independent learning can take place through the democratisation afforded by cultural and knowledge digitization and that assessment needs to acknowledge the changing relations between audience and author, expert and amateur, creator and consumer.

Solar magnetic carpet II: coronal interactions of small-scale magnetic fields

This paper is the second in a series of studies working towards constructing a realistic, evolving, non-potential coronal model for the solar magnetic carpet. In the present study, the interaction of two magnetic elements is considered. Our objectives are to study magnetic energy build-up, storage and dissipation as a result of emergence, cancellation, and flyby of these magnetic elements. In the future these interactions will be the basic building blocks of more complicated simulations involving hundreds of elements. Each interaction is simulated in the presence of an overlying uniform magnetic field, which lies at various orientations with respect to the evolving magnetic elements. For these three small-scale interactions, the free energy stored in the field at the end of the simulation ranges from 0.2 – 2.1×1026 ergs, whilst the total energy dissipated ranges from 1.3 – 6.3×1026 ergs. For all cases, a stronger overlying field results in higher energy storage and dissipation. For the cancellation and emergence simulations, motion perpendicular to the overlying field results in the highest values. For the flyby simulations, motion parallel to the overlying field gives the highest values. In all cases, the free energy built up is sufficient to explain small-scale phenomena such as X-ray bright points or nanoflares. In addition, if scaled for the correct number of magnetic elements for the volume considered, the energy continually dissipated provides a significant fraction of the quiet Sun coronal heating budget.