Texture discriminability in monkey inferotemporal cortex predicts human texture perception

Shape and texture are both important properties of visual objects, but texture is relatively less understood. Here, we characterized neuronal responses to discrete textures in monkey inferotemporal (IT) cortex and asked whether they can explain classic findings in human texture perception. We focused on three classic findings on texture discrimination: 1) it can be easy or hard depending on the constituent elements; 2) it can have asymmetries, and 3) it is reduced for textures with randomly oriented elements. We recorded neuronal activity from monkey inferotemporal (IT) cortex and measured texture perception in humans for a variety of textures. Our main findings are as follows: 1) IT neurons show congruent selectivity for textures across array size; 2) textures that were easy for humans to discriminate also elicited distinct patterns of neuronal activity in monkey IT; 3) texture pairs with asymmetries in humans also exhibited asymmetric variation in firing rate across monkey IT; and 4) neuronal responses to randomly oriented textures were explained by an average of responses to homogeneous textures, which rendered them less discriminable. The reduction in discriminability of monkey IT neurons predicted the reduced discriminability in humans during texture discrimination. Taken together, our results suggest that texture perception in humans is likely based on neuronal representations similar to those in monkey IT.

Internationalisation, multilingualism and English-medium instruction: the teacher's perspective

[EN]In the newEuropean higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission’s 2004–2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities. Internationalisation has played a key role in this process, becoming one of the main drivers of the linguistic hegemony exerted by English. In this paper we examine the opinions of teaching staff involved in English-medium instruction, from pedagogical ecologyof-language and personal viewpoints. Data were gathered using group discussion. The study was conducted at a multilingual Spanish university where majority (Spanish), minority (Basque) and foreign (English) languages coexist, resulting in some unavoidable linguistic strains. The implications for English-medium instruction are discussed at the end of this paper.

Huntingdonshire Regional College - The Teacher/Learner Switch

It is said the best ideas are often the simplest ones. At Huntingdonshire Regional College, Ken McKerral, an Advanced Practitioner in E-Learning has developed a very simple idea to engage students and improve teaching and learning. Ken has named his method "The Teacher/Learner Switch". It is a process that uses a unique colour code system, to help differentiate learning outcomes and deliver ownership of time to the students to enrich learning experience.

Building digital capability: Example teacher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for teaching sta or for academic sta in their teaching role. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of teaching sta and is meant to be adapted to suit specific settings.

Interdisciplinary experience in the Teacher Training College of Vitoria-Gasteiz: teaching profession module

[EN] The higher education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is also essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that make it possible for students' training to be developed jointly.