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Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Student participation in the design of learning and teaching: Disentangling the terminology and approaches

Background: Students are ever more involved in the design of educational practices, which is reflected in the growing body of literature about approaches to student participation. Similarities and differences between these approaches often remain vague since the terms are used interchangeably. This confusing and fragmented body of literature hampers our understanding the process and outcomes of student participation and choosing the most suitable approach for it. Method: We identified the three most frequently used terms related to the design of learning and teaching–design-based research (DBR), participatory design (PD), and co-creation–and disentangled the terminology by focusing on relevant definitions, aims, involvement of students, outcomes, and related terminology. Results: Differences between the approaches to student participation can be found in the degree to which students are the central actors and the degree to which the design is informed by educational theory. Conclusion: It is important to align the level of student participation with the purpose of the approach

Band energy control of molybdenum oxide by surface hydration

EPSRC (Grants EP/M009580/1, EP/J017361/1, EP/I01330X/1, and EP/I028641/1), the Royal Society, and the European Research Council. The work benefited from the University of Bath's High Performance Computing Facility, and access to the HECToR supercomputer through membership of the UKs HPC Materials Chemistry Consortium, which is funded by EPSRC (Grant No. EP/F067496) and the UltraFOx grant

Towards a Theoretical Framework for Understanding the Development of Media Related Needs

The question of why people select and prefer particular media activities has led to the development of a number of ‘needs’ approaches to media use. Whilst some frameworks have been developed within the context of media use (e.g. uses and gratifications), others (e.g. Tamborini et al, 2011) look to combine general theories of basic human needs, such as Self-Determination Theory (Deci &Ryan, 1985) with hedonic gratifications. Drawing on these approaches, a framework is proposed that maps findings from children’s and adolescents’ media use to four basic human needs: competence, autonomy, relatedness and hedonic needs. The current paper argues that a basic needs approach is useful for understanding how media-related needs emerge and are expressed through development

Dark Matter Subhalos in the Ursa Minor Dwarf Galaxy

Through numerical simulations, we study the dissolution timescale of the Ursa Minor cold stellar clump, due to the combination of phase-mixing and gravitational encounters with compact dark substructures in the halo of Ursa Minor. We compare two scenarios; one where the dark halo is made up by a smooth mass distribution of light particles and one where the halo contains 10% of its mass in the form of substructures (subhalos). In a smooth halo, the stellar clump survives for a Hubble time provided that the dark matter halo has a big core. In contrast, when the point-mass dark substructures are added, the clump survives barely for \sim 1.5 Gyr. These results suggest a strong test to the \Lambda-cold dark matter scenario at dwarf galaxy scale.Comment: accepted for publication in Ap

The Least Luminous Galaxy: Spectroscopy of the Milky Way Satellite Segue 1

We present Keck/DEIMOS spectroscopy of Segue 1, an ultra-low luminosity (M_V = -1.5) Milky Way satellite companion. While the combined size and luminosity of Segue 1 are consistent with either a globular cluster or a dwarf galaxy, we present spectroscopic evidence that this object is a dark matter-dominated dwarf galaxy. We identify 24 stars as members of Segue 1 with a mean heliocentric recession velocity of 206 +/- 1.3 kms. We measure an internal velocity dispersion of 4.3+/-1.2 kms. Under the assumption that these stars are in dynamical equilibrium, we infer a total mass of 4.5^{+4.7}_{-2.5} x 10^5 Msun in the case where mass-follow-light; using a two-component maximum likelihood model, we determine a similar mass within the stellar radius of 50 pc. This implies a mass-to-light ratio of ln(M/L_V) = 7.2^{+1.1}_{-1.2} or M/L_V = 1320^{+2680}_{-940}. The error distribution of the mass-to-light ratio is nearly log-normal, thus Segue 1 is dark matter-dominated at a high significance. Using spectral synthesis modeling, we derive a metallicity for the single red giant branch star in our sample of [Fe/H]=-3.3 +/- 0.2 dex. Finally, we discuss the prospects for detecting gamma-rays from annihilation of dark matter particles and show that Segue 1 is the most promising satellite for indirect dark matter detection. We conclude that Segue 1 is the least luminous of the ultra-faint galaxies recently discovered around the Milky Way, and is thus the least luminous known galaxy.Comment: 12 pages, 6 figures, ApJ accepte