Scaling up: Achieving a breakthrough in adult learning with technology

The first report commissioned by Ufi Charitable Trust. It investigates opportunities for and barriers to the application of digital technology to adult learning. It focuses on possible ways to transform the UK’s vocational education and training system, identifying three main priorities for funding by the Ufi Charitable Trust: * increasing the capability of those involved in running the vocational learning system * exploiting networks to bring together learners, learning content and learning professionals * harnessing computers to support individualised and differentiated learning.

The influence of emotions, attitudes and perceptions on learning with technology

Welcome to this very international issue of Research in Learning Technology in which we present research that has been undertaken in UK, Chile, Finland, Germany, Portugal and USA. The articles on the use of technology span a range of effective teaching practices, showcase strategies for successful learning and propose ideas for future mechanisms to better engage students in their educational experiences. For me, one question running through this issue is: how is technology helping us to deliver more student-centred education?

Interdisciplinary project-based learning: technology for improving student cognition

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise (‘expert’ students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson χ 2 test, showed that the cognitive levels in both IT and ‘expert’ experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas.

Association for Learning Technology Annual Survey 2017 Data and Report

This is the fourth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December 2017 and January 2018. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at gaining feedback for Certified Member of ALT (CMALT) framework and to identify other priorities 2018.

Association for Learning Technology Annual Survey 2018 Data and Report

This is the fifth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.

Association for Learning Technology (ALT) Annual Survey 2019 Data and ALT Survey Report 2020

This is the sixth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.

Temporary teams learning and performance: the case of 3D printing technology in orthopaedic surgery

This dissertation contributes to the scholarly debate on temporary teams by exploring team interactions and boundaries.The fundamental challenge in temporary teams originates from temporary participation in the teams. First, as participants join the team for a short period of time, there is not enough time to build trust, share understanding, and have effective interactions. Consequently, team outputs and practices built on team interactions become vulnerable. Secondly, as team participants move on and off the teams, teams’ boundaries become blurred over time. It leads to uncertainty among team participants and leaders about who is/is not identified as a team member causing collective disagreement within the team. Focusing on the above mentioned challenges, we conducted this research in healthcare organisations since the use of temporary teams in healthcare and hospital setting is prevalent. In particular, we focused on orthopaedic teams that provide personalised treatments for patients using 3D printing technology. Qualitative and quantitative data were collected using interviews, observations, questionnaires and archival data at Rizzoli Orthopaedic Institute, Bologna, Italy. This study provides the following research outputs. The first is a conceptual study that explores temporary teams’ literature using bibliometric analysis and systematic literature review to highlight research gaps. The second paper qualitatively studies temporary relationships within the teams by collecting data using group interviews and observations. The results highlighted the role of short-term dyadic relationships as a ground to share and transfer knowledge at the team level. Moreover, hierarchical structure of the teams facilitates knowledge sharing by supporting dyadic relationships within and beyond the team meetings. The third paper investigates impact of blurred boundaries on temporary teams’ performance. Using quantitative data collected through questionnaires and archival data, we concluded that boundary blurring in terms of fluidity, overlap and dispersion differently impacts team performance at high and low levels of task complexity.

Enhanced response of the fricke solution doped with hematoporphyrin under X-rays irradiation

The vials filled with Fricke solutions were doped with increasing concentrations of Photogem®, used in photodynamic therapy. These vials were then irradiated with low-energy X-rays with doses ranging from 5 to 20 Gy. The conventional Fricke solution was also irradiated with the same doses. The concentration of ferric ions for the Fricke and doped-Fricke irradiated solutions were measured in a spectrophotometer at 220 to 340 nm. The results showed that there was an enhancement in the response of the doped-Fricke solution, which was proportional to the concentration of the photosensitizer. The use of such procedure for studying the radiosensitizing property of photosensitizers based on the production of free radicals is also discussed.

Enhanced strange baryon production in Au+Au collisions compared to p+p at root s(NN)=200 GeV

We report on the observed differences in production rates of strange and multistrange baryons in Au+Au collisions at s(NN)=200 GeV compared to p+p interactions at the same energy. The strange baryon yields in Au+Au collisions, when scaled down by the number of participating nucleons, are enhanced relative to those measured in p+p reactions. The enhancement observed increases with the strangeness content of the baryon, and it increases for all strange baryons with collision centrality. The enhancement is qualitatively similar to that observed at the lower collision energy s(NN)=17.3 GeV. The previous observations are for the bulk production, while at intermediate p(T),1 < p(T)< 4 GeV/c, the strange baryons even exceed binary scaling from p+p yields.

Phase Equilibrium and Optimization Tools: Application for Enhanced Structured Lipids for Foods

Solid-liquid phase equilibrium modeling of triacylglycerol mixtures is essential for lipids design. Considering the alpha polymorphism and liquid phase as ideal, the Margules 2-suffix excess Gibbs energy model with predictive binary parameter correlations describes the non ideal beta and beta` solid polymorphs. Solving by direct optimization of the Gibbs free energy enables one to predict from a bulk mixture composition the phases composition at a given temperature and thus the SFC curve, the melting profile and the Differential Scanning Calorimetry (DSC) curve that are related to end-user lipid properties. Phase diagram, SFC and DSC curve experimental data are qualitatively and quantitatively well predicted for the binary mixture 1,3-dipalmitoyl-2-oleoyl-sn-glycerol (POP) and 1,2,3-tripalmitoyl-sn-glycerol (PPP), the ternary mixture 1,3-dimyristoyl-2-palmitoyl-sn-glycerol (MPM), 1,2-distearoyl-3-oleoyl-sn-glycerol (SSO) and 1,2,3-trioleoyl-sn-glycerol (OOO), for palm oil and cocoa butter. Then, addition to palm oil of Medium-Long-Medium type structured lipids is evaluated, using caprylic acid as medium chain and long chain fatty acids (EPA-eicosapentaenoic acid, DHA-docosahexaenoic acid, gamma-linolenic-octadecatrienoic acid and AA-arachidonic acid), as sn-2 substitutes. EPA, DHA and AA increase the melting range on both the fusion and crystallization side. gamma-linolenic shifts the melting range upwards. This predictive tool is useful for the pre-screening of lipids matching desired properties set a priori.

Organizational Learning in the Context of an Agri-Food Chain

This paper reports on the outcomes of the first stage of a longitudinal study that focused on the transformational change process being undertaken within the Supply Chain and Operations Area of a major Australian food manufacturing company. Organizational learning is an essential prerequisite for any successful change process and an organization's ability to learn is dependent on the existence of an environment within the organization that nurtures learning and the presence of key enablers that facilitate the learning process. An organization's capacity to learn can be enhanced through its ability to form and sustain collaborative relationships with its chain partners. The results show that an environment that supports organizational learning is being developed through consultative leadership and the empowerment of individuals within a culture that supports innovation and cross-functional teamwork but demands responsibility and accountability. The impact of these changes within the Supply Chain and Operations Area is evident in the significant improvement in the Area's productivity and efficiency levels over the past twelve months. The company's endeavours to engage its major supply chain partners in the learning process have been limited by the turmoil within the company. However the company has involved its supply chain partners in a series of mutually beneficial projects that have improved communication and built trust thereby laying the foundations for more collaborative chain relationships.

Use of the web to provide learning support for a large metabolism and nutrition class

To support student learning in a large Metabolism and Nutrition class, we have introduced a web-based package, using a commercially available program, WebCT. The package was developed at a minimal cost and with limited resources. In addition to downloadable (PDF) versions of lecture Powerpoint presentations, tutorial outlines and a practical class exercise, web-based self-directed learning exercises were included to reinforce and extend lecture material in an active learning environment. The web-site also contained a variety of formative and summative assessment tasks that examined both factual recall and higher order thinking Detailed course information, timetables and a bulletin board were also readily accessible. Student usage of the site was generally high, but varied widely between individual students. Students who achieved a high overall score for the course completed on average three times as many formative assessment items and achieved a higher score for all tests than students who did poorly. Student feedback about the site was very positive with the majority of students reporting that the course material and assessment items that were available were useful to their learning. Administration of the course was also facilitated. (C) 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved.