Effect of Tannic Acid on the Growth and Survival of Root Vles (Micortus oeconomus)

The objective of this study was to investigate the effects of tannic acid on the gworth and survival of small mammalian berbirvores. Measurements were conducted with weaned root voles fed with 3% or 6% tannic acid and 10% or 20% protein in their diets. The results indicated that the effect of tannic acid on growth rate of weaned root voles was greater when given a lower protein diet than a higher protein diet. After 20 d, with 10% protein diets, mean growth rates of the weaned voles fed with 3% or 6% tannic acid were -0.135 g/d and -0.25 g/d, respectively. When given 20% protein diet, mean growth rates of weaned root voles fed with 3% and 6% tannic acid for 20 d were 0.134 g/d and -0.116 g/d, respectively. Food utilization efficiencies of the voles fed with 3% and 6% tannic acid diets were significantly lower than that of the control diet at the level of 10% protein. When given the 20% protein diet, food utilization efficiencies of weaned voles fed with 6% tannic acid were significantly lower than that of the voles fed with 3% tannic acid diet or the control diet with the 10% protein diets, the average survival days of the weaned voles fed with 3% and 6% tannic acid diets decreased 26.23% and 49.36% compared to controls at the end of trial period, respectively. With 20% protein diets, the average survival of weaned voles given 6% tannic acid diet decreased 39.41% compared to controls at the end of trial period, although weaned voles given 3% tannic acid had a slight decrease of average survival days. The results of study suggested that tannins could substanitially affect the individual performance of weaned root voles.

Values and Affordances of VLEs

This PowerPoint describes the growth of online learning from early hand-crafted solutions, through 'virtual learning environments' to today's 'managed learning environments'. It also looks at the emergence of the 'personal learning environment' concept.

Lecture on VLEs and MLEs

Powerpoint Lecture notes on Virtual Learning Environments and Managed Learning Environements

Evaluating the development of virtual learning environments in higher and further education

Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). Evaluating the development of virtual learning environments in higher and further education. In J. Cook (Ed.), Blue skies and pragmatism: learning technologies for the next decade. Research proceedings of the 11th Association for Learning Technology conference (ALT-C 2004), 14-16 September 2004, University of Exeter, Devon, England (pp. 157-169). Oxford: Association for Learning Technology Sponsorship: JISC

JUSTEIS: JISC Usage Surveys: Trends in Electronic Information Services Final report 2003/2004 Cycle Five

Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). JUSTEIS: JISC Usage Surveys: Trends in Electronic Information Services Final report 2003/2004 Cycle Five. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: JISC

JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four.

Urquhart, C. (editor for JUSTEIS team), Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Armstrong, A., Lonsdale, R. & Fenton, R. (2003). JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth with Information Automation Ltd (CIQM). Sponsorship: JISC

Does the medium dictate the message? Cultivating communication in an asynchronous environment

Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This paper focuses on 21 new on-line moderators and reports their changing perceptions re their role and concerns, from their first appointment through to the end of the delivery of their first on-line course. The findings suggest that it is only after socialization occurs that information can be exchanged and lead to knowledge construction. These are supported by, and extend, prior research by Z Berge, R Mason, M Paulsen and G Salmon and are reinforced by empirical work with a further 19 new on-line moderators.

Implementação da diretiva 2010/75/EU - emissões industriais. Estudo de caso: refinaria de Sines

Tese de mestrado integrado em Engenharia da Energia e do Ambiente, apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2016

Personal Learning Environments and Digital Literacies

This is a version of a seminar/keynote talk I have given a few times. It argues that VLEs are no longer fit for purpose and that students should learn to take responsibility for their own toolsets.

Institutional Personal Learning Environments – Paradise or Paradox? A Digital Literacies Perspective

This was my keynote presentation at Computer Supported Education (CSEDU) 2012, in Porto. It looks at the importance of digital literacies and how VLEs do not support their developmeng and looks at iPLEs as an alternative.

From activity to active learning: drawing and dialogue interaction in virtual learning environments for computer-supported collaborative work in design.

Virtual learning environments (VLEs) would appear to be particular effective in computer-supported collaborative work (CSCW) for active learning. Most research studies looking at computer-supported collaborative design have focused on either synchronous or asynchronous modes of communication, but near-synchronous working has received relatively little attention. Yet it could be argued that near-synchronous communication encourages creative, rhetorical and critical exchanges of ideas, building on each other’s contributions. Furthermore, although many researchers have carried out studies on collaborative design protocol, argumentation and constructive interaction, little is known about the interaction between drawing and dialogue in near-synchronous collaborative design. The paper reports the first stage of an investigation into the requirements for the design and development of interactive systems to support the learning of collaborative design activities. The aim of the study is to understand the collaborative design processes while sketching in a shared white board and audio conferencing media. Empirical data on design processes have been obtained from observation of seven sessions with groups of design students solving an interior space-planning problem of a lounge-diner in a virtual learning environment, Lyceum, an in-house software developed by the Open University to support its students in collaborative learning.

Factors mediating the routinisation of e-learning within a traditional university education environment

Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor–mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.

If you build it will they come? Exploring the student perspective of weekly student evaluations of teaching

This exploratory study investigated the students’ use of formative, weekly, online evaluations of teaching through a virtual learning environment. Results were based on in-depth interviews of seven students at a rural university college in the UK. Students from different genders, education levels and backgrounds volunteered for the study. The students thought it was a good tool and useful for providing anonymous feedback. However, their motivation to fill in the evaluations every week varied throughout the period of study, and the weekly feedback soon became routine and too onerous a task, and thus had a tendency towards being superficially conducted. Students were more inclined to comment on negative issues, rather than critically analyse positive ones. They also tended to be more positive towards conducting the evaluation if the lecturer discussed them and/or made changes to their future lectures.