Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Investigating attitudes towards online safety and security, and evaluating a peer-led Internet safety programme for 14– to 16-year-olds: final report

Research Grants 2009 - Harnessing Technology Project. Recognising the significant e-safety issues facing young people, students aged between 14 and 16 were encouraged to engage peer-based activities to raise their own awareness of threats and appropriate responses

Considering Teaching Excellence in Higher Education: 2007-2013: A Literature Review Since the CHERI Report 2007

No abstract available

Tackling food marketing to children in a digital world: trans-disciplinary perspectives. Children’s rights, evidence of impact, methodological challenges, regulatory options and policy implications for the WHO European Region

There is unequivocal evidence that childhood obesity is influenced by marketing of foods and non-alcoholic beverages high in saturated fat, salt and/or free sugars (HFSS), and a core recommendation of the WHO Commission on Ending Childhood Obesity is to reduce children’s exposure to all such marketing. As a result, WHO has called on Member States to introduce restrictions on marketing of HFSS foods to children, covering all media, including digital, and to close any regulatory loopholes. This publication provides up-to-date information on the marketing of foods and non-alcoholic beverages to children and the changes that have occurred in recent years, focusing in particular on the major shift to digital marketing. It examines trends in media use among children, marketing methods in the new digital media landscape and children’s engagement with such marketing. It also considers the impact on children and their ability to counter marketing as well as the implications for children’s rights and digital privacy. Finally the report discusses the policy implications and some of the recent policy action by WHO European Member States

Alcuni abstract di articoli che trattano argomenti relativi all'eHealth

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Alter ego, state of the art on user profiling: an overview of the most relevant organisational and behavioural aspects regarding User Profiling.

This report gives an overview of the most relevant organisational and\ud behavioural aspects regarding user profiling. It discusses not only the\ud most important aims of user profiling from both an organisation’s as\ud well as a user’s perspective, it will also discuss organisational motives\ud and barriers for user profiling and the most important conditions for\ud the success of user profiling. Finally recommendations are made and\ud suggestions for further research are given

Detecting Communities and Analysing Interactions with Learning Objects in Online Learning Repositories

The widespread use of online learning object repositories has raised the need of studies that assess the quality of their contents, and their user’s performance and engagement. The present research addresses two fundamental problems that are central to that need: the need to explore user interaction with these repositories and the detection of emergent communities of users. The current dissertation approaches those directions through investigating and mining the Khan Academy repository as a free, open access, popular online learning repository addressing a wide content scope. It includes large numbers of different learning objects such as instructional videos, articles, and exercises. In addition to a large number of users. Data was collected using the repository’s public application programming interfaces combined with Web scraping techniques to gather data and user interactions. Different research activities were carried out to generate useful insights out of the gathered data. We conducted descriptive analysis to investigate the learning repository and its core features such as growth rate, popularity, and geographical distribution. A number of statistical and quantitative analysis were applied to examine the relation between the users’ interactions and different metrics related to the use of learning objects in a step to assess the users’ behaviour. We also used different Social Network Analysis (SNA) techniques on a network graph built from a large number of user interactions. The resulting network consisted of more than 3 million interactions distributed across more than 300,000 users. The type of those interactions is questions and answers posted on Khan Academy’s instructional videos (more than 10,000 video). In order to analyse this graph and explore the social network structure, we studied two different community detection algorithms to identify the learning interactions communities emerged in Khan Academy then we compared between their effectiveness. After that, we applied different SNA measures including modularity, density, clustering coefficients and different centrality measures in order to assess the users’ behaviour patterns and their presence. Using descriptive analysis, we discovered many characteristics and features of the repository. We found that the number of learning objects in Khan Academy’s repository grows linearly over time, more than 50% of the users do not complete the watched videos, and we found that the average duration for video lessons 5 to 10 minutes which aligns with the recommended duration in literature. By applying community detection techniques and social network analysis, we managed to identify learning communities in Khan Academy’s network. The size distribution of those communities found to follow the power-law distribution which is the case of many real-world networks. Those learning communities are related to more than one domain which means the users are active and interacting across domains. Different centrality measures we applied to focus on the most influential players in those communities. Despite the popularity of online learning repositories and their wide use, the structure of the emerged learning communities and their social networks remain largely unexplored. Our findings could be considered initial insights that may help researchers and educators in better understanding online learning repositories, the learning process inside those repositories, and learner behaviou

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes