The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Being well, being musical: Music composition as a resource and occupation for older people

Introduction: Participatory music making for older people has tended to focus on singing and performance. In a community music project undertaken by Manchester Camerata (a chamber orchestra), Blacon Community Trust and a small group of older adults, participants were given the opportunity to compose individual pieces of music interactively with professional musicians. This paper reports the findings of the research project. Method: An arts-based research method was adopted and incorporated action research and interpretive interactionism to articulate the experiences and perceptions of participants. Participants and Manchester Camerata musicians also worked together to represent the thematic findings of the research in a group composition. Findings: The findings demonstrate that individual and group music composition contributed to a sense of wellbeing through control over musical materials, opportunities for creativity and identity making, validation of life experience and social engagement with other participants and professional musicians. Conclusion: The results emphasised occupation as essential to health and wellbeing in the later stages of life. The findings also highlight the particularly innovative aspects of this research: (i) the use of music composition as a viable arts-in-health occupation for older people and (ii) the arts-based research method of group composition

Using personal narratives to explore multiple identities in organisational contexts

Purpose The purpose of this paper is to explore and incorporate personal narratives as a new methodological tool into the qualitative research of complex organisational issues such as identity. Particularly, this study provides a fresh methodological perspective on organisational identity exploration by using personal narratives to examine multiple identities that occur in dynamic organisational contexts. Design/methodology/approach In order to examine multiple identities, personal narratives found in the 43 semi-structured in-depth interviews collected were analysed. These narratives were examined following a textual and performative analysis. Findings The paper furthers methodological discussions in organisations in three ways. First, it responds to the need for a methodological approach that allows multiple identity exploration in organisations while it presents personal narratives as a valuable methodological perspective within organisational research. Second, it extends the methodological use of personal narratives for the in-depth qualitative study of complex organisational issues such as identity. Finally, the study stretches the boundaries of mainstream organisational research by illustrating that personal narratives can be used as a methodological approach to explore organisational identities. Originality/value This research integrates personal narratives as a methodological tool into the qualitative research of dynamic organisational issues. Employing personal narratives has allowed the exploration of multiple identities that take place in organisations in a manner not previously achieved in organisational studies. The study, therefore, challenges previous organisational research and expands the boundaries of organisational identity studies, offering a new qualitative methodological account for identity exploration in organisations

Women\u27s Leadership and Third-Wave Feminism

Leadership is a term that women strive to claim as their own. Whether in the halls of Congress, the corporate boardroom, or the privacy of the home, women’s leadership challenges traditional notions of the concept. Throughout the ages images of leadership feature men in uniform and men in positions of power, whether it be military, government, or market. The traditional view of leaders is imbued with male images of “heroes,” who issue orders, lead the troops—save the day. But leadership has another face. It is the face of Abigail Adams admonishing her husband to “Remember the Ladies” in the formation of this new American nation (McGlen, O’Connor, van Assendelft, & Gunther-Canada, 2002, p. 1). It is the face of Susan B. Anthony in 1872 standing trial for illegally voting. It is the face of scores of women in today’s world who have shattered glass ceilings in corporate America and hold important legislative and administrative posts in state and federal government. Yet there is more to the concept of “women’s leadership” than substituting one face for another. [excerpt

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Diasporic Film in Communities

The Diasporic Film in Communities project set out to critically examine the role of Diasporic film culture in Diasporic communities. A case study approach was used to explore how three postcolonial publics (African-Caribbean, Chinese and South Asian) mobilise around film, interface with cultural organisations and reflect on their significance as film communities.AHRC- Research Grant, Project Reference: AH/J011991/

Community Based Participatory Research: The Application and Lessons Learned from a Study with LGB College Students

Lesbian, gay, and bisexual (LGB) individuals are members of a vulnerable group where health disparities have been identified. To gain a better understanding of the LGB college student healthcare experience and its contribution to the healthcare disparities found in LGB population, a community based participatory research (CBPR) approach was used to fill the gap. This paper will outline the CBPR process with an emphasis on how the principle investigator applied the tenets of CBPR when working with a local LGB college community. Several lessons learned from the research process are also shared in this paper

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching