Learning from a deceptively spacious policy discourse

Networked Learning, e-Learning and Technology Enhanced Learning have each been defined in different ways, as people's understanding about technology in education has developed. Yet each could also be considered as a terminology competing for a contested conceptual space. Theoretically this can be a ‘fertile trans-disciplinary ground for represented disciplines to affect and potentially be re-orientated by others’ (Parchoma and Keefer, 2012), as differing perspectives on terminology and subject disciplines yield new understandings. Yet when used in government policy texts to describe connections between humans, learning and technology, terms tend to become fixed in less fertile positions linguistically. A deceptively spacious policy discourse that suggests people are free to make choices conceals an economically-based assumption that implementing new technologies, in themselves, determines learning. Yet it actually narrows choices open to people as one route is repeatedly in the foreground and humans are not visibly involved in it. An impression that the effective use of technology for endless improvement is inevitable cuts off critical social interactions and new knowledge for multiple understandings of technology in people's lives. This paper explores some findings from a corpus-based Critical Discourse Analysis of UK policy for educational technology during the last 15 years, to help to illuminate the choices made. This is important when through political economy, hierarchical or dominant neoliberal logic promotes a single ‘universal model’ of technology in education, without reference to a wider social context (Rustin, 2013). Discourse matters, because it can ‘mould identities’ (Massey, 2013) in narrow, objective economically-based terms which 'colonise discourses of democracy and student-centredness' (Greener and Perriton, 2005:67). This undermines subjective social, political, material and relational (Jones, 2012: 3) contexts for those learning when humans are omitted. Critically confronting these structures is not considered a negative activity. Whilst deterministic discourse for educational technology may leave people unconsciously restricted, I argue that, through a close analysis, it offers a deceptively spacious theoretical tool for debate about the wider social and economic context of educational technology. Methodologically it provides insights about ways technology, language and learning intersect across disciplinary borders (Giroux, 1992), as powerful, mutually constitutive elements, ever-present in networked learning situations. In sharing a replicable approach for linguistic analysis of policy discourse I hope to contribute to visions others have for a broader theoretical underpinning for educational technology, as a developing field of networked knowledge and research (Conole and Oliver, 2002; Andrews, 2011).

Methods and processes for development of a CONSORT extension for reporting pilot randomized controlled trials

Peer reviewed

Latitudinal shift in thermal niche breadth results from thermal release during a climate-mediated range expansion

Funded by Biodiversity and Ecosystem Services in a Changing Climate Wenner-Gren Foundation Swedish Research Council The Royal Swedish Academy of Sciences Stiftelsen Anna-Greta Holger Crafoords Fund The Crafoord Foundation

Latitudinal shift in thermal niche breadth results from thermal release during a climate-mediated range expansion

Funded by Biodiversity and Ecosystem Services in a Changing Climate Wenner-Gren Foundation Swedish Research Council The Royal Swedish Academy of Sciences Stiftelsen Anna-Greta Holger Crafoords Fund The Crafoord Foundation

Gene expression under thermal stress varies across a geographical range expansion front

Acknowledgements: We would like to thank Hanna Bensch and Hannes Weise for assistance with the collection of samples in the field. This work was supported by the Biodiversity and Ecosystem Services in a Changing Climate (BECC; a joint Lund-Gothenburg University initiative), the Swedish Research Council (EIS, BH), the Crafoord Foundation (EIS, BH), the Swedish Royal Society (EIS), ‘Gyllenstiernska Krapperupstiftelsen (EIS), the Wenner-Gren Foundations (postdoctoral stipend to RYD), EU FP7 (Marie Curie International Incoming Fellowship to RYD), the Kungliga Fysiografiska Sällskapet i Lund (MW) and the Helge Ax:son Johnson Stiftelse (MW). B.H. and E.I.S. conceived of the study. L.L. developed the hypotheses to be tested. L.L. and R.D. collected the field data and samples. All six authors contributed to planning RNA-seq analyses. P.C. and L.L. analysed the data. L.L. wrote the manuscript, which all six authors edited.

Widespread range expansions shape latitudinal variation in insect thermal limits

I thank the authors of previous studies on global variation in insect thermal tolerances who have generously provided open access use of their data sets.

ELUM: a spatial modelling tool to predict soil greenhouse gas changes from land conversion to bioenergy in the UK

Acknowledgements This work is based on the Ecosystem Land Use Modelling & Soil Carbon GHG Flux Trial (ELUM) project, which was commissioned and funded by the Energy Technologies Institute (ETI). The authors are grateful to Niall McNamara (Centre for Ecology & Hydrology, Lancaster) for coordinating the project and to Dagmar Henner (University of Aberdeen) for project assistance. We are also grateful to staff at the ETI, particularly to Geraldine Newton-Cross, Geraint Evans and Hannah Evans for constructive advice and feedback, and to Jonathan Oxley for project support. The ELUM Software Package contains Ordnance Survey data © Crown copyright and database right 2012.

Latitudinal shift in thermal niche breadth results from thermal release during a climate-mediated range expansion

Funded by Biodiversity and Ecosystem Services in a Changing Climate Wenner-Gren Foundation Swedish Research Council The Royal Swedish Academy of Sciences Stiftelsen Anna-Greta Holger Crafoords Fund The Crafoord Foundation

(Tables S1,2) Stable isotopes in muscle tissue of polar bears (Ursus maritimus) from various regions of the Arctic

The relative contribution of regional contamination versus dietary differences to geographic variation in polar bear (Ursus maritimus) contaminant levels is unknown. Dietary variation between Alaska, Canada, East Greenland, and Svalbard subpopulations was assessed by muscle nitrogen and carbon stable isotope (d15N, d13C) and adipose fatty acid (FA) signatures relative to their main prey (ringed seals). Western and southern Hudson Bay signatures were characterized by depleted d15N and d13C, lower proportions of C20 and C22 monounsaturated FAs and higher proportions of C18 and longer chain polyunsaturated FAs. East Greenland and Svalbard signatures were reversed relative to Hudson Bay. Alaskan and Canadian Arctic signatures were intermediate. Between-subpopulation dietary differences predominated over interannual, seasonal, sex, or age variation. Among various brominated and chlorinated contaminants, diet signatures significantly explained variation in adipose levels of polybrominated diphenyl ether (PBDE) flame retardants (14-15%) and legacy PCBs (18-21%). However, dietary influence was contaminant class-specific, since only low or nonsignificant proportions of variation in organochlorine pesticide (e.g., chlordane) levels were explained by diet. Hudson Bay diet signatures were associated with lower PCB and PBDE levels, whereas East Greenland and Svalbard signatures were associated with higher levels. Understanding diet/food web factors is important to accurately interpret contaminant trends, particularly in a changing Arctic.

Evaluating the Business Impact of Social Science: a report to the ESRC

This report presents the main findings from a project entitled ‘Evaluating the Business Impact of Social Science', commissioned by the Economic and Social Research Council (ESRC) and undertaken by a team of researchers from the University of Hull. In brief, the project involved an examination of the processes through which social science research and related activities impact upon business (defined broadly to incorporate large and small private sector businesses as well as social enterprises, but excluding public sector organisations) in relation to three of the UK’s leading business/management schools that have received significant amounts of ESRC funding in recent years: Cardiff Business School, Lancaster University Management School, and Warwick Business School

El acercamiento de la monarquía castellana a la Orden de los Predicadores durante el reinado de Juan II de Castilla (1406-1454)

Desde la llegada al trono de la dinastía Trastámara los diferentes monarcas castellanos llevaron a cabo una serie de actuaciones respecto a las órdenes religiosas. Durante los primeros años, éstas estuvieron dirigidas, en su mayoría, a la orden franciscana, a lo que habría que sumar la introducción en Castilla de la orden de la Cartuja y las primeras fundaciones jerónimas. Sin embargo, las reinas Beatriz de Portugal y Catalina de Lancaster, junto al infante Fernando de Antequera, fueron los protagonistas del cambio devocional que se produjo en Castilla y que alcanzó su cénit al alcanzar la mayoría de edad Juan II. Desde finales del siglo XIV vieron la luz una serie de fundaciones dominicas y se reformaron algunos conventos por parte de estos personajes; de manera progresiva, comenzaron a confiar en los frailes de esta orden diferentes cometidos espirituales, sociales y políticos.

Item and task difficulty in a B2 reading examination: perceptions of test-takers and CEFR alignment experts compared with psychometric measurements

The article presents a study of a CEFR B2-level reading subtest that is part of the Slovenian national secondary school leaving examination in English as a foreign language, and compares the test-taker actual performance (objective difficulty) with the test-taker and expert perceptions of item difficulty (subjective difficulty). The study also analyses the test-takers’ comments on item difficulty obtained from a while-reading questionnaire. The results are discussed in the framework of the existing research in the fields of (the assessment of) reading comprehension, and are addressed with regard to their implications for item-writing, FL teaching and curriculum development.

Unraveling networked learning initiatives: an analytic framework

Networked learning happens naturally within the social systems of which we are all part. However, in certain circumstances individuals may want to actively take initiative to initiate interaction with others they are not yet regularly in exchange with. This may be the case when external influences and societal changes require innovation of existing practices. This paper proposes a framework with relevant dimensions providing insight into precipitated characteristics of designed as well as ‘fostered or grown’ networked learning initiatives. Networked learning initiatives are characterized as “goal-directed, interest-, or needs based activities of a group of (at least three) individuals that initiate interaction across the boundaries of their regular social systems”. The proposed framework is based on two existing research traditions, namely 'networked learning' and 'learning networks', comparing, integrating and building upon knowledge from both perspectives. We uncover some interesting differences between definitions, but also similarities in the way they describe what ‘networked’ means and how learning is conceptualized. We think it is productive to combine both research perspectives, since they both study the process of learning in networks extensively, albeit from different points of view, and their combination can provide valuable insights in networked learning initiatives. We uncover important features of networked learning initiatives, characterize actors and connections of which they are comprised and conditions which facilitate and support them. The resulting framework could be used both for analytic purposes and (partly) as a design framework. In this framework it is acknowledged that not all successful networks have the same characteristics: there is no standard ‘constellation’ of people, roles, rules, tools and artefacts, although there are indications that some network structures work better than others. Interactions of individuals can only be designed and fostered till a certain degree: the type of network and its ‘growth’ (e.g. in terms of the quantity of people involved, or the quality and relevance of co-created concepts, ideas, artefacts and solutions to its ‘inhabitants’) is in the hand of the people involved. Therefore, the framework consists of dimensions on a sliding scale. It introduces a structured and analytic way to look at the precipitation of networked learning initiatives: learning networks. Successive research on the application of this framework and feedback from the networked learning community is needed to further validate it’s usability and value to both research as well as practice.

Unraveling networked learning initiatives: an analytic framework

Networked learning happens naturally within the social systems of which we are all part. However, in certain circumstances individuals may want to actively take initiative to initiate interaction with others they are not yet regularly in exchange with. This may be the case when external influences and societal changes require innovation of existing practices. This paper proposes a framework with relevant dimensions providing insight into precipitated characteristics of designed as well as ‘fostered or grown’ networked learning initiatives. Networked learning initiatives are characterized as “goal-directed, interest-, or needs based activities of a group of (at least three) individuals that initiate interaction across the boundaries of their regular social systems”. The proposed framework is based on two existing research traditions, namely 'networked learning' and 'learning networks', comparing, integrating and building upon knowledge from both perspectives. We uncover some interesting differences between definitions, but also similarities in the way they describe what ‘networked’ means and how learning is conceptualized. We think it is productive to combine both research perspectives, since they both study the process of learning in networks extensively, albeit from different points of view, and their combination can provide valuable insights in networked learning initiatives. We uncover important features of networked learning initiatives, characterize actors and connections of which they are comprised and conditions which facilitate and support them. The resulting framework could be used both for analytic purposes and (partly) as a design framework. In this framework it is acknowledged that not all successful networks have the same characteristics: there is no standard ‘constellation’ of people, roles, rules, tools and artefacts, although there are indications that some network structures work better than others. Interactions of individuals can only be designed and fostered till a certain degree: the type of network and its ‘growth’ (e.g. in terms of the quantity of people involved, or the quality and relevance of co-created concepts, ideas, artefacts and solutions to its ‘inhabitants’) is in the hand of the people involved. Therefore, the framework consists of dimensions on a sliding scale. It introduces a structured and analytic way to look at the precipitation of networked learning initiatives: learning networks. Successive research on the application of this framework and feedback from the networked learning community is needed to further validate it’s usability and value to both research as well as practice.