The promotion of digital inclusion through MOOC design and use: a literature review

The use of Massive Open Online Courses (MOOCs) is being increasingly equated as a viable option by several educational shareholders in the scope of many scientific areas; nevertheless, research as to its potentialities in terms of digital (and consequently social) inclusion is still sparse and somehow atomised. Thus, this paper aims at putting forward the results of a thorough literature review focussed on the studies that bring together the concepts of MOOC and digital inclusion, published between January 2014 and January 2015. Thus, the main goal was to find out if there is evidence that MOOCS can be an important means for embracing digital inclusion, in particular, by promoting the development of soft skills (e.g., digital skills, communication skills, interaction skills). First and because the concept is becoming more and more polysemic (due to its manifold uses, theoretical frameworks, and application contexts), the MOOC’s main facets are depicted, considering its derivatives (e.g., cMOOC and xMOOC). Moreover, some critical aspects that stand out from the content analysis of the results of the literature review are also highlighted, namely as to: accessibility, employability and lifelong learning promoted through MOOC use. In general, results suggest that there is still a long way to go for MOOCs to fully address the digital inclusion challenge.

Tracking changes to a microplankton community in a North Atlantic sea loch using the microplankton index PI(mp).

Microplankton plays a vital part in marine ecosystems and its importance has been recognised by the inclusion of microplankton community composition in regulatory frameworks such as the European Water Framework Directive and the Marine Strategy Framework Directive as an indicator of ecological status. Quantitative techniques are therefore required to assess the environmental status of the microplankton in a water body. Here we demonstrate the use of a method known as the Microplankton Index PI(mp) to evaluate changes in the microplankton community of the West coast Scottish Sea Loch Creran. Microplankton in this fjord has been studied since the 1970’s providing a data set spanning four decades. Our analysis compares an arbitrarily chosen reference period between 1979 and 1981 with a period between 2011 and 2013 and demonstrates that between these two periods community structure has changed considerably with a substantial drop in the numbers of observed diatoms accompanied by a rise in the number of autotrophic/mixotrophic dinoflagellates as well as an increase in the potentially toxin producing genus Pseudo-nitzschia and that these are related to changes in both the intensity and timing of local patterns of precipitation. The PI(mp) is shown to be a useful and robust method to visualise and quantify changes in the underlying structure of the microplankton community and is a powerful addition to the toolbox of techniques needed to determine the health of our seas.

Effect of poultry viscera meal inclusion in broiler diets in different rearing periods on performance, carcass and parts yields

The objective of the present study was to evaluate the effect of the dietary inclusion of poultry viscera meal (VM) on broiler performance and carcass, parts, and abdominal fat yields in broilers by replacing a diet containing VM with a strictly vegetable diet and vice-versa. A number of 720 one-day-old broiler chicks were randomly distributed in 6 groups: G1-basal diet (BD) - corn and soybean based meal, with no VM from 1 to 42 days of age, G2- 8% VM diet from 1 to 42 days, G3- BD from 1 to 21 and 8% VM diet from 22 to 42 days, G4- BD from 1 to 35 and 8% VM diet from 36 to 42 days, G5- 8% VM diet from 1 to 21 days and BD from 22 to 42 days, G6- 8% VM diet from 1 to 35 and BD from 36 to 42 days. Average body weight, weight gain, feed intake, feed conversion ratio (FCR), production efficiency index, and mortality were determined from 1 to 42 days. There was no effect of treatments on performance or mortality, except for FCR, which was significantly better in the group fed VM from 1 to 35 days and withdrawn at the end of rearing (36-42 days). Also, there were no differences in carcass, parts, and abdominal fat yields, showing that VM in broiler diets does not influence yield parameters.

Educational Inclusion in the Regular Classroom: an Asperger Syndrome Case

The following paper resulted from the final research project conducted for my Master’s Degree in Teacher Training for Teachers of Primary Education (1st – 6th grade of the Basic General Education). This research project was conducted under the supervision of the Rural Education Division of the Center for Research and Teaching in Education (CIDE-UNA, Spanish acronym), in coordination with the Central America Educational and Cultural Coordination (CECC). The research is qualitative with an interpretative approach. Our main objective was to analyze the process of inclusive education in the regular classroom for a person with Asperger’s Syndrome, defined as a type of social impairment. The case study method was used in this research, as it allows a deeper study. A girl was chosen from a public school in an urban area of San José, Costa Rica. Three techniques were used to obtain information: interviews, questionnaires and documentation (personal file, behavior record, and psychological assessment) related to the girl with Asperger. The triangulation of sources was used as a method of analysis. The conclusion of the project was that regular schools may have children miss-diagnosed with Asperger’s Syndrome, and that our schools are still far from achieving inclusive education, but efforts are being made to achieve it. For a more opportune intervention, some recommendations based on this study were provided to the family and the school of the girl with Asperger.

"SHE WAS ALWAYS BY OUR SIDE": PERCEPTIONS OF INCLUSION BY VISUALLY IMPAIRED STUDENTS IN ENGLISH CLASSES

ABSTRACT: Educational policies in Brazil, in the past few years, have recommended the inclusion of visually impaired students in mainstream schools. Considering Vygotsky’s (2000;2008) cultural historical theory of learning and development; Maturana’s (2002) and Tomasello’s (2003) studies on social cognition, this article aims at analyzing the way two students conceive the process of inclusion in an English language classroom. An interview with the students made it possible to observe the positive impact that didactic strategies and the teacher´s attitudes had on the way these students faced learning and the foreign language. KEY WORDS: foreign language learning – blind students - affectivity