Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of
Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings.
The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a
promoter in evolving the designed model, as apposed to negative results.

Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a promoter in evolving the designed model, as apposed to negative results.

Optical microscopy methods for understanding learning and memory

Structural dynamics of dendritic spines is one of the key correlative measures of synaptic plasticity for encoding short-term and long-term memory. Optical studies of structural changes in brain tissue using confocal microscopy face difficulties of scattering. This results in low signal-to-noise ratio and thus limiting the imaging depth to few tens of microns. Multiphoton microscopy (MpM) overcomes this limitation by using low-energy photons to cause localized excitation and achieve high resolution in all three dimensions. Multiple low-energy photons with longer wavelengths minimize scattering and allow access to deeper brain regions at several hundred microns. In this article, we provide a basic understanding of the physical phenomena that give MpM an edge over conventional microscopy. Further, we highlight a few of the key studies in the field of learning and memory which would not have been possible without the advent of MpM.

Exploring Tangible Benefits of e-Learning: Does investment yield interest?

This publication summarises the outcomes of that work which was funded by the JISC Learning and Teaching Committee through its e-Learning Programme. The result is, we believe, a celebration of the diversity in the sector and shows the effectiveness of a range of approaches. Most importantly it shows that it is possible to address the thorny question of defining tangible benefits.

A view of the Assessment and Feedback Landscape: baseline analysis of policy and practice from the JISC Assessment and Feedback programme

Assessment and feedback lies at the heart of the learning experience, and forms a significant part of both academic and administrative workload. It remains however the single biggest source of student dissatisfaction with the higher education experience. The JISC Assessment and Feedback programme (Sept 2011-Aug 2014) is supporting large-scale changes in assessment and feedback practice, supported by technology, with the aim of enhancing the learning and teaching process and delivering efficiencies and quality improvements. This report summarises baseline reviews undertaken by a number of institutions as part of their programme activity.

First SPARK-STREAM Workshop on livelihoods and languages, Bangkok, Thailand, 9-11 April 2003. Livelihoods and languages: a SPARK-STREAM learning and communications process

The First SPARK-STREAM Workshop on Livelihoods and Languages took place in Bangkok, Thailand, from 9-11 April 2003. It was the first activity in a SPARK-STREAM learning and communications process around livelihoods and languages. (PDF contains 53 pages)

Learning and communicating about livelihoods: a process guide. Draft 23 June 2005

The process helps to build shared understandings through three phases: Defining the Conversation Group, Sharing Meanings and Sharing Understandings. (PDF contains 42 pages)

The Role of Fucose in Learning and Memory: The Identification of a Fucosylprotein, Synapsin I, in the Rat Brain and the Characterization of its Fucosylation

Previous studies have shown that the glycoproteins containing the fucose moiety are involved in neuronal communication phenomena such as long-term potentiation and memory formation. These results imply that fucose containing glycoproteins might play an important role in learning and memory. To understand the role of fucose in neuronal communication, and the mechanisms by which fucose may be involved in information storage, the identification of fucosylproteins is essential. This report describes the identification and characterization of fucosylproteins in the brain, which will provide new insights into the role of the fucose involved molecular interactions.

Learning and using taxonomies for visual and olfactory classification

Humans are able of distinguishing more than 5000 visual categories even in complex environments using a variety of different visual systems all working in tandem. We seem to be capable of distinguishing thousands of different odors as well. In the machine learning community, many commonly used multi-class classifiers do not scale well to such large numbers of categories. This thesis demonstrates a method of automatically creating application-specific taxonomies to aid in scaling classification algorithms to more than 100 cate- gories using both visual and olfactory data. The visual data consists of images collected online and pollen slides scanned under a microscope. The olfactory data was acquired by constructing a small portable sniffing apparatus which draws air over 10 carbon black polymer composite sensors. We investigate performance when classifying 256 visual categories, 8 or more species of pollen and 130 olfactory categories sampled from common household items and a standardized scratch-and-sniff test. Taxonomies are employed in a divide-and-conquer classification framework which improves classification time while allowing the end user to trade performance for specificity as needed. Before classification can even take place, the pollen counter and electronic nose must filter out a high volume of background “clutter” to detect the categories of interest. In the case of pollen this is done with an efficient cascade of classifiers that rule out most non-pollen before invoking slower multi-class classifiers. In the case of the electronic nose, much of the extraneous noise encountered in outdoor environments can be filtered using a sniffing strategy which preferentially samples the visensor response at frequencies that are relatively immune to background contributions from ambient water vapor. This combination of efficient background rejection with scalable classification algorithms is tested in detail for three separate projects: 1) the Caltech-256 Image Dataset, 2) the Caltech Automated Pollen Identification and Counting System (CAPICS) and 3) a portable electronic nose specially constructed for outdoor use.

Learning and management skills: the internationalization of Grupo Arcor. Analysis from a process-based approach

This paper analyzes the path of the international expansion of Grupo Arcor, an Argentine multinational company specializing in confectionery. The objective is to entify corporate strategies and business learning that led this Latin American firm to establish itself as one of the leading manufacturers in confectionery industry ,particularly in the 21st Century. The analysis is primarily qualitative in order to identify the economic dimension as a determinant in the internationalization process; a processbased approach from the Uppsala Model is used for this. However, the study is also complemented with a regression analysis to test if the firm was driven to expand internationally by the expectations on the degree of globalization of the industry and the accumulation of experience in foreign markets, and if the company was influenced by psychic distance in choosing the location of its investment; given the influence of these variables in Grupo Arcor business strategies. Our findings suggest that Grupo Arcor, was able to become global due to strategies such as vertical integration, diversification of products and geographical markets (based on psychic distance) and indeed some strategies were consequence of the globalization of the sector and the accumulation of experience in foreign markets.