RFCs, MOOs, LMSs: Assorted Educational Devices\ud

This paper discusses implicit social consequences of four basic internet protocols. The results are then related to the field of computer-assisted teaching. An educational on-line community is described and compared to the emerging standard of web-based learning management.\u

Digital technology and governance in transition: The case of the British Library

Comment on the organizational consequences of the new information and communications technologies (ICTs) is pervaded by a powerful imagery of disaggregation and a tendency for ?virtual? forms of production to be seen as synonymous with the ?end? of bureaucracy. This paper questions the underlying assumptions of the ?virtual organization?, highlighting the historically enduring, diversified character of the bureaucratic form. The paper then presents case study findings on the web-based access to information resources now being provided by the British Library (BL). The case study evidence produces two main findings. First, radically decentralised virtual forms of service delivery are heavily dependent on new forms of capacity-building and information aggregation. Second, digital technology is embedded in an inherently contested and contradictory context of institutional change. Current developments in the management and control of digital rights are consistent with the commodification of the public sphere. However, the evidence also suggests that scholarly access to information resources is being significantly influenced by the ?information society? objectives of the BL and other institutional players within the network of UK research libraries

Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

London’s foundations protecting the geodiversity of the capital

This report describes a geodiversity audit of London commissioned by a partnership led by the Greater London Authority (GLA), which includes the British Geological Survey (BGS), Natural England, Government Office for London, London Biodiversity Partnership, London Borough of Lambeth, Harrow and Hillingdon Geological Society, South London London RIGS Groups, Hanson UK and Queen Mary College, University of London. The project was funded by an Aggregates Levy Sustainability Fund grant from Natural England plus additional support from the GLA, BGS and Natural England London Region. The audit began with a review of the available geodiversity documentation for London including: BGS field maps, databases and publications; Regional Important Geological Sites (RIGS) Group information; Natural England Sites of Special Scientific Interest (SSSI) and Geological Conservation Review (GCR) documentation; and documentation and data from the GLA and London Boroughs. An initial list of around 470 sites with potential for geodiversity value was compiled from this information. This list was then narrowed down to 100 for further assessment by exporting site locations to a GIS and cross-checking against digital aerial photography backed up by BGS staff local geological expertise. Using the procedure set out in this report field auditing was carried out by BGS staff and the South London RIGS Group between November 2007 and April 2008. From the list of 100 sites, 35 sites were found to be suitable for detailed auditing. Harrow and Hillingdon Geological Society audited a further site in November 2008, bringing the total to 36 sites. Using the criteria set out in this report 14 of the 36 sites are recommended for designation as Regionally Important Geological/geomorphological Sites (RIGS) in borough Local Development Documents. Of the 33 London boroughs, RIGS are recommended in eight, with five in Bromley, three in Croydon and one each in Lewisham, Ealing, Greenwich, Harrow, Hillingdon and Bexley. Using the criteria set out in this report 15 of the 36 sites have the potential to be designated as Locally Important Geological Sites (LIGS). These sites are located in nine boroughs, three in Waltham Forest, two in Bromley, two in Islington and one each in Barnet, Lewisham, Redbridge, Wandsworth, Southwark and Sutton. Planning proposals should have regard to geodiversity in order to implement strategic and local policies. Sites should be protected, managed and enhanced and, where ppropriate, new development should provide improvements to the geodiversity value of a site. This can include measures that promote public access, study, interpretation and appreciation of geodiversity. In addition to individual sites of geodiversity interest, Greater London has distinctive natural landscapes shaped by geological processes, such as undulating chalk downlands with dry valleys in south London, and river terraces forming long flat areas separated by steeper areas of terrace front slopes. This natural topographic geodiversity underlying London should be understood, respected and only altered in that knowledge with full knowledge of it origin and form. Planners are encouraged to use authentic contouring in restoration work and new landscaping schemes, maintain the contributions of natural topography, rock outcrops, landscape features, and to maintain soil quality, quantity and function

m-Reading: Fiction reading from mobile phones

Mobile phones are reportedly the most rapidly expanding e-reading device worldwide. However, the embodied, cognitive and affective implications of smartphone-supported fiction reading for leisure (m-reading) have yet to be investigated empirically. Revisiting the theoretical work of digitization scholar Anne Mangen, we argue that the digital reading experience is not only contingent on patterns of embodied reader–device interaction (Mangen, 2008 and later) but also embedded in the immediate environment and broader situational context. We call this the situation constraint. Its application to Mangen’s general framework enables us to identify four novel research areas, wherein m-reading should be investigated with regard to its unique affordances. The areas are reader–device affectivity, situated embodiment, attention training and long-term immersion