Towards an ontology of networked learning

Networked learning, conceived of as networks of people, informational resources and technologies, constitutes what has been termed a ‘highly interwined’ technology. In this paper we develop our earlier argument that sociotechnical networks can form the basis for a non-determinist theory of learning technology. Firstly, we argue that Kling et al’s sociotechnical interaction network (STIN) is compatible with a realist ontology, drawing on Fleetwood’s ‘ontology of the real’ and Lawson’s proposition of the social nature of the artefact in networks of ‘positioned practices’. This, we suggest, gives a more secure basis for the STIN concept, and provides a clear alternative to actor network theory (ANT)-based views of sociotechnical networks which do not distinguish between the influence of human and material agents. This also, we argue, provides an alternative way of anchoring concepts from the social informatics literature, often influenced by Giddens’ structuration theory, in ways that can help networked learning research. Secondly, we explore some potential implications of such an approach for theories of networked learning and learning more widely. In particular, we suggest a possible ontology of elements of learning technology. The use of the word ‘learning’ here is somewhat problematic, as it is routinely used rather loosely to describe changes at multiple levels but which are likely to have rather different underlying mechanisms. A more thorough ontology of learning technology would allow us to distinguish between these uses and identify potentially distinct mechanisms at play in different forms and levels of learning. Thirdly, we use this approach to explore how viewing learning technologies as sociotechnical networks helps to clarify our thinking about identities in social networking for personal, learning and professional purposes

Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments

How might learning technology impact on the modern delivery of learning in Scotland?

This document has been prepared following a meeting on 23 June 2010 between Michael Russell, Scottish Cabinet Secretary for Education and Lifelong Learning, and the Association for Learning Technology (ALT), represented by Seb Schmoller, Chief Executive and Dr Linda Creanor, ALT Trustee. The purpose of the document is to highlight areas which are of particular relevance to education in Scotland and to respond to specific questions raised at the meeting in Edinburgh. It has been written by members of the ALT-Scotland group, consisting of institutional ALT representatives from Scottish colleges and universities as well as Scottish-based ALT committee members whose backgrounds encompass all sectors of Scottish education

The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning

In this paper, we go beyond what have been described as 'mechanistic' accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. We apply this concept to case material drawn from transnational trade union education to identify and to analyse three aspects of networked learning: the local sociotechnical networks of learners; the construction of an overarching, global sociotechnical network for learning; and the evolution of such networks over time. Finally we identify issues for further research highlighted by these models

Attentional-bias to sleep-related stimuli in children with sleep-problems: an investigation using an induced-change-blindness paradigm

Introduction. High prevalence-rates of childhood sleep-problems have highlighted the importance to understand what causes/maintains them. Attentional-bias (AB), a phenomenon involved in psychological problem-maintenance, involves attention becoming skewed towards problem-specific stimuli. Research into AB in childhood psychological-problems is now growing. Other research shows parental health-beliefs to be influential on their children's health. Method. Using an induced-change-blindness flicker paradigm, the current study investigates AB to sleep-related stimuli in children with sleep-problems aged 6-11, while correlational-analysis examines the relationship between parental health-beliefs and effort made to address children's sleep-problems. Results. All children detected sleep-related changes quicker than neutral changes. Of those completing the sleep-related task, good sleepers were quicker, while of those completing the neutral task, poor sleepers were quicker. The more parents believed they could influence their own health-status, the more effort they made to address their child's health-problem. Discussion. Potential theories for the results are presented in addition to methodological flaws, limitations and general conclusions

Remineralisation of the Incipient Enamel Lesion

The anticaries activity of the fluoride ion has been recognised for many years. The precise mechanism of action is not clear, although in recent years fluoride is thought to influence the natural remineralising properties of saliva on porous enamel. However, there is confusion as to the most effective means of delivery, and parameters such as concentration, duration and frequency of exposure to fluoride have been empirical. The primary aim of the work contained in this thesis, therefore, was to develop and validate a means by which remineralisation of early enamel lesions within the oral environment, could be quantitatively assessed. Thus, an in situ appliance was designed on which sections of enamel could be mounted and removed at intervals, for mineral content measurements to be carried out using microradiography and microdensitometry. The use of single sections, necessitating no other control tissue, made a major contribution to the sensitivity of mineral content changes assessed throughout the duration of this project. Validation of the technique showed conclusively that the artificial stagnation area had fundamental similarities to the environment of a natural contact point. The major part of the work was concerned with an assessment of remineralisation in early enamel lesions, when exposed to differing concentrations of dentifrice fluoride, when used by volunteers wearing in situ devices. The results indicated that in a small panel of dentally-orientated subjects, the maximum remineralising potential of a fluoridated dentifrice had been attained by 1000 ppmF, the lowest concentration investigated. Whilst being significantly better than the non-fluoridated placebo, in general no significant differences were detected between different fluoride concentrations. Nevertheless, in agreement with other workers, some person-to-person variation was detected, especially when analyses of the fluoridated dentifrices was performed. In an attempt to develop a laboratory test to mimic the in s itu results, an in vitro model was proposed. Whilst the model failed to detect differences in remineralising abilities of the fluoridated dentifrices, no significant differences were detected between those and the non-fluoridated placebo. In conclusion, the in situ device would appear to have successfully linked the advantages of the single section technique and the natural oral environment. Of further interest would be changes to the parameters investigated in this work: such as lowering of the fluoride content, the duration and the frequency of exposure to the fluoridated dentifrices. Further work into both the microbiological and biochemical changes in the plaque overlying the enamel lesion would be of considerable interest, as well as extending the technique to involve dentine caries, both coronal and root

Nutritional supplements use, cost, source of information, and practices by Johannesburg North gym goers

Background: Nutritional supplements are defined as any dietary supplement manufactured product that is generally intended to supplement the diet when taken by mouth as a pill, capsule, tablet, or liquid. Currently, the use of nutritional supplements is on the increase worldwide, predominantly in Western countries but also more recently expanding to other parts of the world for what has become a multibillion-dollar global industry. As a result, consumer demand has caused the increase in the advertising and marketing of these products. This contributes to early exposure to nutritional supplements by potential consumers and is an influencing factor for the use of performance-enhancing and/or appearance substances by adolescents. For the nutritional supplement industry the container is thus the manifestation of innovative ideas for the enterprising business-minded mogul. For the consumer, body image and ideal body discrepancy, and social influences manifest in the belief that the perfection of body development cannot be achieved without the use of nutritional supplements. This makes the consumer a captive audience for the industry and a challenge for the health care provider when suggesting alternatives to nutritional supplements, based on cost- benefit, and risk assessment. Objective: To determine the association between commercial gym goers and nutritional supplements, in particular the commencement of use, reasons and purpose for use, and the financial and risk implications of use. Methods: A self-administered questionnaire based on a cross-sectional quantitative design and systematic convenience sampling was given to the 364 recruited males and female gym goers. Results: This study’s finding shows that the main reasons why females attend gyms are for muscle gain (57%), weight loss (48%), staying healthy (47%), and a ‘spiritual motive’ (39%) In males, it is predominantly for muscle gain (54%). Protein supplements were the most popular products that were consumed (84%) followed by carbohydrates (72%) and vitamins (71%). It was found that the consumption of nutritional supplements often starts at high school age and continues into adulthood. The analysis shows that natural source protein products are better priced than nutritional supplement products. Conclusion: The study shows the importance of educating gym goers, the general public, and the guardians of minors to make a behaviour change towards nutritional supplement consumption. The change should also incorporate a cost-benefit risk assessment which is practical for the consumer when comparing supplement use as alternative sources of protein. Keywords: alternative protein, body image, cost, gender, spiritual motive

Behavioural and weight status outcomes from an exploratory trial of the Healthy Lifestyles Programme (HeLP): a novel school-based obesity prevention programme

This is the final version of the article. Available from the publisher via the DOI in this record.OBJECTIVES: To assess the behavioural and weight status outcomes in English children in a feasibility study of a novel primary school-based obesity prevention programme. DESIGN: Exploratory cluster randomised controlled trial of the Healthy Lifestyles Programme. SETTING: Four city primary schools (two control and two intervention) in the South West of England. PARTICIPANTS: 202 children aged 9-10 years, of whom 193 and 188 were followed up at 18 and 24 months, respectively. No child was excluded from the study; however, to be eligible, schools were required to have at least one single Year 5 class. INTERVENTION: Four-phase multicomponent programme using a range of school-based activities including lessons, assemblies, parents' evenings, interactive drama workshops and goal setting to engage and support schools, children and their families in healthy lifestyle behaviours. It runs over the spring and summer term of Year 5 and the autumn term of Year 6. PRIMARY AND SECONDARY OUTCOMES: Weight status outcomes were body mass index, waist circumference and body fat standard deviation scores (SDS) at 18 and 24 months, and behavioural outcomes were physical activity, television (TV) viewing/screen time and food intake at 18 months. RESULTS: At 18 months of follow-up, intervention children consumed less energy-dense snacks and more healthy snacks; had less 'negative food markers', more 'positive food markers', lower mean TV/screen time and spent more time doing moderate-vigorous physical activity each day than those in the control schools. Intervention children had lower anthropometric measures at 18 and 24 months than control children, with larger differences at 24 months than at 18 months for nearly all measures. CONCLUSIONS: Results from this exploratory trial show consistent positive changes in favour of the intervention across all targeted behaviours, which, in turn, appear to affect weight status and body shape. A definitive trial is now justified.The Exploratory Trial was funded by the National Institute for Health Research (NIHR) Research for Patient Benefit Programme. JLL and KMW were partially supported by PenCLAHRC, the NIHR CLAHRC for the Southwest Peninsula. This paper presents independent research commissioned by the NIHR. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health