Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship

Article is available at: http://www.tandfonline.com/doi/full/10.1080/17439884.2015.1064953.

Impacts of Climate Change on European Marine Ecosystems: Observations, Expectations and Indicators

The Northern Hemisphere has been warmer since 1980 than at any other time during the last 2000 years. The observed increase in temperature has been generally higher in northern than in southern European seas, and higher in enclosed than in open seas. Although European marine ecosystems are influenced by many other factors, such as nutrient enrichment and overfishing, every region has shown at least some changes that were most likely attributable to recent climate change. It is expected that within open systems there will generally be (further) northward movement of species, leading to a switch from polar to more temperate species in the northern seas such as the Arctic, Barents Sea and the Nordic Seas, and subtropical species moving northward to temperate regions such as the Iberian upwelling margin. For seas that are highly influenced by river runoff, such as the Baltic Sea, an increase in freshwater due to enhanced rainfall will lead to a shift from marine to more brackish and even freshwater species. If semi-enclosed systems such as the Mediterranean and the Black Sea lose their endemic species, the associated niches will probably be filled by species originating from adjacent waters and, possibly, with species transported from one region to another via ballast water and the Suez Canal. A better understanding of potential climate change impacts (scenarios) at both regional and local levels, the development of improved methods to quantify the uncertainty of climate change projections, the construction of usable climate change indicators, and an improvement of the interface between science and policy formulation in terms of risk assessment will be essential to formulate and inform better adaptive strategies to address the inevitable consequences of climate change.

Design-Build Experiences and Student Safety

Design-build experiences (DBEs) are an essential element of any programme based on the CDIO methodology. They enable students to develop practical hands-on skills, they enable the learning of theory by stealth and they provide a forum for developing professional skills such as team working and project management. The hands-on aspect of certain DBEs has significant risk associated with it, which must be addressed through the formal evaluation of risks and the development of a methodology for controlling them. This paper considers the aspects of design-build experiences that may impact on student safety. In particular, it examines the risk associated with each of the four stages of CDIO and gives examples of risks which may commonly apply across engineering disciplines. A system for assessing and controlling the risks in any particular DBE is presented and the paper finishes by discussing the significance of health and safety in the educational environment.

Caged birds and cloning machines: how student imagery 'speaks' to us about cultures of schooling and student participation

With the advent of the United Nations Convention on the Rights of the Child (CRC), there is an increasing requirement that schools ensure children and young people's views are voiced, listened to and taken seriously on matters of significance. Encouraging these shifts by law is one thing; changing the culture in schools is another. For a significant proportion of schools, actively engaging students' voices on how they experience education poses a significant challenge and crucial gaps may exist between the rhetoric espoused and a school's readiness for genuine student involvement. This ethnographic study illuminates tensions that persist between headteachers' espoused views of how students are valued and students' creative images of their actual post-primary schooling experience. If cultures of schooling are to nurture the true spirit of democratic pupil participation implied by changes in the law, there is a need to develop genuine processes of student engagement in which students and staff can collaborate towards greater shared understandings of a school's priorities.

Two Birds, One Stone: Combining Student Assessment and Socio-Legal Research

We describe here a method of assessment for students. A number of short-comings of traditional assessment methods, especially essays and examinations, are discussed and an alternative assessment method, the student project, is suggested. The method aims not just to overcome the short-comings of more traditional methods, but also to provide over-worked and under-resourced academics with viable primary data for socio-legal research work. Limitations to the method are discussed, with proposals for minimising the impact of these limitations. The whole �student project� approach is also discussed with reference to the Quality Assurance Agency benchmark standards for law degrees, standards which are expected of all institutions in the UK.