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"Lane, Andy"
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Knife edge
In his sixth adventure, something sinister is afoot in the house in the west of Ireland in which young Sherlock is staying.
BOOK
A review of the role of national policy and institutional mission in European distance teaching universities with respect to widening participation in higher education study through open educational resources
The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study.
Journal Article
Fire storm
\"A fourth action-filled puzzler for teen Sherlock as he plunges into a fight for his life and battles to discover what has happened to his missing friends\"-- Provided by publisher.
Book
Influence of accurate and inaccurate ‘split-time’ feedback upon 10-mile time trial cycling performance
The objective of the study is to examine the impact of accurate and inaccurate ‘split-time’ feedback upon a 10-mile time trial (TT) performance and to quantify power output into a practically meaningful unit of variation. Seven well-trained cyclists completed four randomised bouts of a 10-mile TT on a SRM™ cycle ergometer. TTs were performed with (1) accurate performance feedback, (2) without performance feedback, (3) and (4) false negative and false positive ‘split-time’ feedback showing performance 5% slower or 5% faster than actual performance. There were no significant differences in completion time, average power output, heart rate or blood lactate between the four feedback conditions. There were significantly lower (
p
< 0.001) average
(ml min
−1
) and
(l min
−1
) scores in the false positive (3,485 ± 596; 119 ± 33) and accurate (3,471 ± 513; 117 ± 22) feedback conditions compared to the false negative (3,753 ± 410; 127 ± 27) and blind (3,772 ± 378; 124 ± 21) feedback conditions. Cyclists spent a greater amount of time in a ‘20 watt zone’ 10 W either side of average power in the negative feedback condition (fastest) than the accurate feedback (slowest) condition (39.3 vs. 32.2%,
p
< 0.05). There were no significant differences in the 10-mile TT performance time between accurate and inaccurate feedback conditions, despite significantly lower average
and
scores in the false positive and accurate feedback conditions. Additionally, cycling with a small variation in power output (10 W either side of average power) produced the fastest TT. Further psycho-physiological research should examine the mechanism(s) why lower
and
scores are observed when cycling in a false positive or accurate feedback condition compared to a false negative or blind feedback condition.
Journal Article
Rebel fire
In 1868, teenaged Sherlock Holmes discovers that his American tutor is hunting a notorious killer who was supposedly killed by the United States government, but who is apparently alive and well in Surrey, England.
Book
The Impact of Openness on Bridging Educational Digital Divides
Openness has been a feature of higher education for many decades, particularly through the establishment of open universities, although there remain debates about what openness means in practice. Digital technologies, some based on open principles, and digital content, aided by open licences, have both contributed recently to an extension of what is deemed possible under the heading of openness. Nevertheless, while in principle there may be greater degrees of openness available in higher education it does not mean in practice that many people can still readily avail themselves of these new opportunities to learn, not just because they do not have access to digital technologies but personal circumstances mean they also lack the necessary skills and the confidence to use such technologies in general or for education in particular. In fact it can be argued that this new openness, characterised mainly through the open educational resources movement, may actually widen rather than bridge the digital and educational divides between groups, both within and across national boundaries, through the increasing sophistication in technologies and the competencies expected of learners. This paper reviews some of the evidence supporting these different areas of interest and attempts to provide a synthesis of them. It then argues that actions may be required by many inter-mediaries to help to reduce the diverse social and cultural digital divides within education, including through the mediated use of open educational resources between teachers and learners.
Journal Article
Black ice
In 1868, teenaged Sherlock Holmes faces danger in a train station for the dead, a museum of curiousities, and downtown Moscow as he helps his brother, Mycroft, who has been framed for murder.
Book
A Review of Diagramming in Systems Practice and How Technologies Have Supported the Teaching and Learning of Diagramming for Systems Thinking in Practice
The educational process arguably involves a mediated discourse between teachers and learners to aid sense or meaning making for both parties. That mediation, particularly in distance teaching models, is often done through the use of educational resources, whereby teachers develop and/or select the educational resources which the learners then study or engage with through purposeful activities. Some issues or topics are so complicated or complex that words or numbers may be insufficient to represent the meanings contained within them and this is particularly relevant to systems studies which examine complex adaptive systems. Equally diagrams can break out of the linear and systematic nature of printed text to show non-linear and systemic features. This latter trait has been enhanced through the emergence in recent years of digital technologies whereby hypertext and other web applications now make it easier to create dynamic and/or interactive diagrams. And yet there has been little recent research into the influence of such technologies on the learning of systems diagramming skills at a distance. These issues are examined through a review of the literature and the reporting of previously unpublished surveys within The Open University on the value of diagrams to systems studies and the role of technology in influencing the study of diagramming in the teaching of systems thinking in practice. This review indicates that diagrams are seen as an important feature of systems studies and that digital technology can be effective in supporting the teaching and learning of systems diagramming skills at a distance. It also notes that new investigations are needed to examine whether more recent developments in digital technologies have made them more effective and/or efficient for teaching and using such skills in practice.
Journal Article
Container port performance assessment: a nonnegative matrix factorization approach
Maritime transport is the backbone of globalized trade and the manufacturing supply chain. Container ports, as a result, have become critical nodes in global supply chains. How a container port performs is therefore a crucial element in a country’s cost of trade. Constructing a reliable, consistent, and comparable basis on which to compare operational performance across different ports is a major challenge. In this work, we leverage automatic identification system data and time stamps from vessels to construct a data-driven ranking of container ports. The focus is purely on quayside performance to be reflective of the experience of a ship operator, the port’s main customer. As we show, the average port time of a ship can be well-approximated using a small number of latent factors. We propose a new nonnegative matrix factorization algorithm to estimate these factors and produce an index that can be used to rank the ports' performance. In general terms, the port with the highest ranking has the least total port time. We illustrate how the new approach is competitive compared to other natural ranking methods using numerical simulations.
Journal Article
Design of higher education teaching models and carbon impacts
Purpose
– This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.
Design/methodology/approach
– An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO2 emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.
Findings
– The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.
Practical implications
– New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.
Originality/value
– Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.
Journal Article