UvA-DARE (Digital Academic Repository)

Abstract This study examines how experimentation with designer drugs is mediated by the Internet. We selected a popular drug forum that presents reports on self-experimentation with little or even completely unexplored designer drugs to examine: (1) how participants report their ''trying out'' of new compounds and (2) how participants reduce the pharmacological uncertainty associated with using these substances. Our methods included passive observation online, engaging more actively with the online community using an avatar, and off-line interviews with key interlocutors to validate our online findings. This article reflects on how forum participants experiment with designer drugs, their trust in suppliers and the testimonials of others, the use of ethno-scientific techniques that involve numerical weighing, ''allergy dosing,'' and the use of standardized trip reports. We suggest that these techniques contribute to a sense of control in the face of the possible toxicity of unknown or little-known designer drugs. The online reporting of effects allows users to experience not only the thrill of a new kind of high but also connection with others in the self-experimenting drug community

What is Same but Different and why does it matter?

A detailed outline of the Same but Different Desert Art forums held in Alice Springs in 2012 and 2013, and an introduction to the essays, interviews, films and images that make up the 'Same but Different' section of this issue of CSR

Report on the Information Retrieval Festival (IRFest2017)

The Information Retrieval Festival took place in April 2017 in Glasgow. The focus of the workshop was to bring together IR researchers from the various Scottish universities and beyond in order to facilitate more awareness, increased interaction and reflection on the status of the field and its future. The program included an industry session, research talks, demos and posters as well as two keynotes. The first keynote was delivered by Prof. Jaana Kekalenien, who provided a historical, critical reflection of realism in Interactive Information Retrieval Experimentation, while the second keynote was delivered by Prof. Maarten de Rijke, who argued for more Artificial Intelligence usage in IR solutions and deployments. The workshop was followed by a "Tour de Scotland" where delegates were taken from Glasgow to Aberdeen for the European Conference in Information Retrieval (ECIR 2017

Computer‐supported experiential learning (Phase One ‐ staff development)

The Computer‐Supported Experiential Learning Project has been established to promote the use of communication and information technologies for teaching and learning within a vocational university. Phase 1 has concentrated upon raising awareness and actively involving academic staff in experiencing these technologies. The project is curriculum‐led, and considers how technology can be applied appropriately to an established curriculum model which links theory and practice (Kolb, 1984). All academic staff were invited to take part by logging onto the university intranet, accessing information about teaching and learning, trying out ideas and emailing their online mentors with their plans and reflections. In addition, all staff could take part in discussion forums concerning a range of issues. The participation of academic staff is reported; which staff registered as having visited the site, which staff actively used the information to experiment with their teaching, and which staff took part in public online discussions. Barriers which limited participation are also reported The outcome of Phase 1 has been to encourage over 40 academic staff to embed the use of learning technologies in their own course modules in Phase 2 with continued support from the Learning Methods Unit

Building Open Educational Resources from the Ground Up: South Africa's Free High School Science Texts

This paper presents a case study of the development of the South African project Free High School Science Texts (FHSST), an initiative to develop a free high school science text for all teachers and learners in South Africa. The goals of the case study were two-fold: to examine and analyze the practices associated with the successes and challenges encountered by FHSST; and to encourage a participatory, analytical process that will assist other open education projects in thinking about and sharing their practices, processes, and strategies. Beyond its implications for South African education, the FHSST project can serve as a model for peer production of open content, offering insights into planning and decision making around 1) recruiting volunteers; 2) sustaining their participation; 3) using technology to create effective workflow; 4) conducting hackathons; and 5) facilitating teacher trials. Findings from this study offers insights into overall approaches and goals that may prove instrumental across open education projects, serving as a reference for development of assessment tools and resources that may assist open education projects in tracking, sharing, and advancing their learnings and success

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewedLes relacions entre els museus i les escoles canvien amb l'ús d'internet. Volem analitzar com aquestes noves relacions tenen lloc a una escala nacional. És important analitzar aquestes noves relacions possibles, que són producte de canvis socials i tecnològics, ja que permeten noves interaccions i participació, al mateix temps que demanen canvis en les formes d'organització, la gestió de recursos web i els models d'ensenyament i aprenentatge. Concretament, les xarxes d'aprenentatge poden establir una nova forma de relació entre els museus i les escoles, i els recursos educatius en línia amb contingut sobre patrimoni cultural poden oferir oportunitats d'aprenentatge i recursos de coneixement més enllà dels límits de l'ensenyament formal. Tanmateix, calen projectes experimentals per a efectuar proves i veure com aquests tipus de pràctiques d'ensenyament i aprenentatge funcionaran en un context social i cultural concret. Així, doncs, la recerca activa pot contribuir al desenvolupament d'una experiència d'aprenentatge, basat en la reflexió i l'acció. L'objectiu d'aquesta experimentació és obtenir un model de treball i millors pràctiques per a aprendre i ensenyar en xarxes d'aprenentatge formades per gestors, professors i estudiants de patrimoni en què els membres produeixin i utilitzin recursos educatius en línia amb contingut de patrimoni cultural. Els resultats d'aquest projecte empíric seran comprovats amb resultats de la primera part metodològica de la tesi doctoral per a obtenir un model que es pugui exportar a altres contextos.Las relaciones entre los museos y las escuelas cambian con el uso de internet. Queremos analizar cómo estas nuevas relaciones tienen lugar a una escala nacional. Es importante analizar estas posibles nuevas relaciones, que son producto de cambios sociales y tecnológicos, ya que permiten nuevas interacciones y participación, a la vez que requieren cambios en las formas de organización, la gestión de recursos web y los modelos de enseñanza y aprendizaje. Concretamente, las redes de aprendizaje pueden establecer una nueva forma de relación entre los museos y las escuelas, y los recursos educativos en línea con contenido de patrimonio cultural pueden ofrecer oportunidades de aprendizaje y recursos de conocimiento más allá de los límites de la enseñanza formal. No obstante, existe una necesidad de proyectos experimentales para realizar pruebas para ver cómo estos tipos de prácticas de enseñanza y aprendizaje funcionarán en un contexto social y cultural concreto. Así pues, la investigación-acción puede contribuir al desarrollo de una experiencia de aprendizaje, basado en la reflexión y las acciones. El objetivo de esta experimentación es obtener un modelo de trabajo y mejores prácticas para el aprendizaje y la enseñanza en redes de aprendizaje formadas por gestores, profesores y estudiantes del patrimonio en las que los miembros produzcan y utilicen recursos en línea con contenido de patrimonio cultural. Los resultados de este proyecto de investigación empírico serán comparados con los resultados de la primera parte metodológica de la tesis doctoral para obtener un modelo que pueda ser exportado a otros contextos.The relationships between museums and schools are changing through the use of internet. We want to analyse how these new relationships occur at a national level. It is important to analyse these possible new relationships, which are the product of social and technological changes. They allow for new interactions and participation whilst requiring changes in the forms of organisation, web resource management, and teaching and learning models. Specifically, learning networks can establish a new form of relationship between museums and schools and educational online resources with cultural heritage content can offer learning opportunities and knowledge resources beyond the boundaries of formal education. However, there is a need for experimental projects to test the evidence and to see how these kinds of teaching and learning practices will work within a concrete social and cultural context. Thus, Action Research can contribute to the development of a learning experience, based on reflection and actions. The aim of this experimentation is to obtain a working model and best practices for learning and teaching in learning networks shaped by heritage managers, teachers and students where the members produce and use educational online resources with cultural heritage content. The results of this empirical research project will be compared with results from the first methodological part of the PhD thesis to obtain a model that can be exported to other contexts

Strategic Niche Management (SNM) beyond sustainability. An exploration of key findings of SNM through the lens of ICT and privacy

Recently the governance of socio-technical transitions to sustainability is gaining attention in the field of innovation studies. One particular approach is that of Strategic Niche Management (SNM), which advocates the creation of protected space to experiment with radically new sustainable socio-technical practices. This paper contributes by asking whether this approach is also useful for analysis and governance of other types of socially desirable change. This question is addressed through a review of six key-findings of Strategic Niche Management and an original case study in the field of Near Field Communication (NFC) technologies for mobile payment. The social value at stake in this case is not sustainability but privacy. We draw three main conclusions. First, we find that the key-findings and concepts in SNM for sustainability are helpful to understand and interpret much of the data collected for the NFC case and privacy. However, there are notable differences in each of the key-findings, i.e findings related to a) the local-global distinction in SNM, b) expectations, c) social networks, d) learning, e) protection, and f) niche-regime interactions. Second, in relation to governance, the role of sustainability values (being a promising value to pursue) and privacy values (being a bottom-line value to defend) are notably different. Third, these differences result in different roles of public bodies in niche development. The paper ends with discussing the consequences for SNM for sustainability research and future research topics.Strategic Niche Management, sustainability, NFC, mobile payment, privacy

Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-40956-6_13Learner autonomy is considered to be both an important skill and attitude of learners, which involves responsibility for and control of the learning process. A key notion in autonomy is interdependence, developed through collaboration and which results in heightened awareness. Precisely, this concept lies at the core of technology applications, which facilitate interaction and collaboration at a distance. With a growing number of online ESP situations, more attention needs to be paid to virtual classrooms and the development of learner autonomy through collaboration. In the context of a distance EAP course, this chapter examines how students carry out a collaborative language awareness task, considering that peer interaction can be an appropriate setting to develop language awareness, whether in face-to-face or online situations. Based on the framework of 'community of inquiry' (Garrison et al. 2000), this study looks at how group members interact through forum posts and wiki edits, showing how students initiate, manage and carry out the task, together with the social, cognitive, and meta-cognitive processes that are generated. Given the nature of the task, creating a language learning activity, special attention is paid to students’ focus on and discussion of topics related to language and learning. From these observations we can derive implications for online language teaching and materials design.Peer ReviewedPreprin

Routinisation of Audience Participation: BBC News Online, Citizenship and Democratic Debate

Leading up to the 2010 UK general election, Director General of the BBC, Mark Thompson, stressed the importance of the Corporation’s ability ‘to provide a strong and independent space where the big debates can take place, free from political or commercial influence’. ‘In this public space,’ he continued, ‘everyone can have access to the lifeblood of healthy democratic debate – impartial news and information’. Affirming the importance of BBC Online, Thompson described it as ‘being a cornerstone of what the BBC should be about’ (Thompson, 2010). As with previous elections, one of the key strategic priorities for the BBC’s Election 2010 website was to help inform the citizenry about the campaign and empower voters to make an informed choice. In the most traditional sense, this was achieved through the BBC’s journalism and a series of rich background features – e.g. guidance on voting procedures, MPs and parliamentary politics, and comparisons of party manifestos. The BBC election websites have also featured experimentation with various forms of audience engagement, exemplified by different interactive features on the BBC micro websites for the 1997, 2001, 2005 and 2010 UK general elections. This has traditionally been anchored in the Corporation’s public service commitment to facilitating ‘civic engagement’ and providing ‘democratic value’ to British citizens (see also Thorsen et al., 2009, Thorsen, 2010, 2011, Allan and Thorsen, 2010). The BBC’s news website was incredibly popular during the 2010 election according to visitor statistics. On results day, May 7, BBC News Online had 11.4 million individual users, breaking the previous record set on November 5, 2008, for the election of Barack Obama as US President (Herrmann, 2010). Comparing this to 2005, the number of unique visitors to the BBC’s election site on results day, May 6, was 3 million taking the overall BBC News Online total to 4.3 million (Ward, 2006:17). This demonstrates a near three-fold increase in individual users from one election to the next and indicates that whilst the internet might not be perceived as having had a significant impact on the election outcomes, the BBC has certainly had a considerable impact on citizens’ online activities. Based on a larger study into BBC’s election websites involving interviews, observations and textual analysis, this chapter will examine how audience participation had by 2010 become a routinised part of the Corporation’s newsroom. It will begin by providing an historical overview of how public access programming has developed within the BBC and its influence on how the Corporation has sought to facilitate participatory spaces online. Following a discussion of online participatory spaces on the BBC’s election websites, it will offer a critique of how these are operationalized internally. It will argue that despite converged newsroom practices, the scale of the BBC’s operations means facilitation of civic engagement is fragmented between competing stakeholders within the Corporation each with their own routinised practices and perception of its value. This tension has a dramatic effect not only on the dialectic relationship between BBC journalists and its audiences, but also on the type of ‘public space’ the Corporation is able to foster and by extension the empowerment of citizens to engage in ‘healthy democratic debate’