Social software in Higher Education:the diversity of applications and their contributions to students' learning experiences

Higher education institutions are increasingly using social software tools to support teaching and learning. Despite the fact that social software is often used in a social context, these applications can significantly contribute to the educational experience of a student. However, as the social software domain comprises a considerable diversity of tools, the respective tools can be expected to differ in the way they can contribute to teaching and learning. In this review on the educational use of social software, we systematically analyze and compare the diverse social software tools and identify their contributions to teaching and learning. By integrating established learning theory and the extant literature on the individual social software applications we seek to contribute to a theoretical foundation for social software use and the choice of tools. Case vignettes from several UK higher education institutions are used to illustrate the different applications of social software tools in teaching and learning.

Monte Carlo and molecular dynamics simulations of methane in potassium montmorillonite clay hydrates at elevated pressures and temperatures

The structure and dynamics of methane in hydrated potassium montmorillonite clay have been studied under conditions encountered in sedimentary basin and compared to those of hydrated sodium montmorillonite clay using computer simulation techniques. The simulated systems contain two molecular layers of water and followed gradients of 150 barkm-1 and 30 Kkm-1 up to a maximum burial depth of 6 km. Methane particle is coordinated to about 19 oxygen atoms, with 6 of these coming from the clay surface oxygen. Potassium ions tend to move away from the center towards the clay surface, in contrast to the behavior observed with the hydrated sodium form. The clay surface affinity for methane was found to be higher in the hydrated K-form. Methane diffusion in the two-layer hydrated K-montmorillonite increases from 0.39×10-9 m2s-1 at 280 K to 3.27×10-9 m2s-1 at 460 K compared to 0.36×10-9 m2s-1 at 280 K to 4.26×10-9 m2s-1 at 460 K in Na-montmorillonite hydrate. The distributions of the potassium ions were found to vary in the hydrates when compared to those of sodium form. Water molecules were also found to be very mobile in the potassium clay hydrates compared to sodium clay hydrates. © 2004 Elsevier Inc. All All rights reserved.

The challenges of developing an online tool to measure the quality of the passenger experience in a PanEuropean context

METPEX is a 3 year, FP7 project which aims to develop a PanEuropean tool to measure the quality of the passenger's experience of multimodal transport. Initial work has led to the development of a comprehensive set of variables relating to different passenger groups, forms of transport and journey stages. This paper addresses the main challenges in transforming the variables into usable, accessible computer based tools allowing for the real time collection of information, across multiple journey stages in different EU countries. Non-computer based measurement instruments will be used to gather information from those who may not have or be familiar with mobile technology. Smartphone-based measurement instruments will also be used, hosted in two applications. The mobile applications need to be easy to use, configurable and adaptable according to the context of use. They should also be inherently interesting and rewarding for the participant, whilst allowing for the collection of high quality, valid and reliable data from all journey types and stages (from planning, through to entry into and egress from different transport modes, travel on public and personal vehicles and support of active forms of transport (e.g. cycling and walking). During all phases of the data collection and processing, the privacy of the participant is highly regarded and is ensured. © 2014 Springer International Publishing.

Role of the educator in social software initiatives in Further and Higher Education:a conceptualisation and research agenda

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the student interactions on these tools) are instrumental to most aspects of a social software initiative. To this end, we have developed an agenda for future research on the role of the educator. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context and provide recommendations for further investigations. By developing a research agenda we hope to stimulate research that creates a better understanding of the educator’s situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in the educational domain.