E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning

The Pedagogy of Ebooks (E-Ped) project began in 2012 and seeks to document, analyse and explain the changing study practices of UK distance learning students as they employ, adapt and integrate the use of new portable digital devices such as e-book readers and tablets into their learning. This report describes the results of an undergraduate survey undertaken in 2013 at the Open University (UK) which asked students how they used e-readers, tablets and smartphones for study. This research represents a snapshot of the rapidly changing interaction between technology and education, and highlights issues and opportunities for Higher Education in supporting student adoption of appropriate technologies and development of effective new methods of study

Learning nests and local habitations

In this paper, we return to two descriptions of the ways that learning is located in technology enhanced environments. The idea of a local habitation arose in the context of an ecological view of the way people shaped new technologies for their own needs and it stood in opposition to the idea that new media and technologies led to inevitable consequences. The second term learning ‘nests’ arose out of research that focused on student study-bedrooms. Both terms were useful in humanising the relationships between new networked technologies and their users and locating the students and teachers who made use of them. We revisit the idea of learning nests understood as a local habitation using data collected as part of an ESRC funded project examining The Net Generation encountering e-learning at university. The report is based on 19 first year undergraduate students who took part in a cultural probe exercise. During 24 hours they received SMS text messages and recorded answers to a fixed set of prompt questions either using a small hand held video camera or using a small notebook. Our findings illustrate how students give meaning to the array of technologies and services they are presented with. They show that the technological landscape has changed markedly in the past 10 years but that student practices do not seem to have moved as quickly. Students still use the kinds of learning spaces they used 10 years ago despite the increased availability of network access to the Internet and the increased ownership and availability of mobile devices. An area where there has been significant change is in the social character of students’ engagements with networked technologies and the integration of the mobile phone, social networking and other social technologies into the everyday fabric of student life. However there is little evidence of significant change in student practices in terms of the adoption of mobile network access from this research and this should lead to caution in making predictions of change

Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning

This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of ‘anytime anywhere’ learning and, with a focus on anywhere learning, it explores students’ ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new concepts: the ‘flow of places’ and ‘place of space.’ These should help direct the framing of future studies into the places, spaces, and mobility of formal and informal seamless learning. A dataset comprising 446 responses from undergraduate students enrolled at the UK’s largest distance learning university was analysed in respect to three research questions. All age groups, study levels, and disciplines were represented. Five key findings are: students now use handheld devices for study-related learning; the distribution of study-related learning tasks was similar in all seven study places; there is a strong, statistically-significant correlation between the number of study places in which handheld are used and the number of study task types performed; two fifths of students using a handheld device for learning have noticed a change in study habit and benefit to learning; and multiple regression analysis shows three variables (number of study places, number of study tasks, and change in study habits) are predictors of finding it easier to access learning materials and improved quality of learners’ work

Net generation or Digital Natives: Is there a distinct new generation entering university?

This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band

Analyzing and interpreting lime burials from the Spanish Civil War (1936-1939): a case study from La Carcavilla Cemetery

Over 500 victims of the Spanish Civil War (1936–1939) were buried in the cemetery of La Carcavilla (Palencia, Spain). White material, observed in several burials, was analyzed with Raman spectroscopy and powder XRD, and confirmed to be lime. Archaeological findings at La Carcavilla's cemetery show that the application of lime was used in an organized way, mostly associated with coffinless interments of victims of Francoist repression. In burials with a lime cast, observations made it possible to draw conclusions regarding the presence of soft tissue at the moment of deposition, the sequence of events, and the presence of clothing and other evidence. This study illustrates the importance of analyzing a burial within the depositional environment and taphonomic context

The detrimental impact of extracellular bacterial proteases on wound healing

In addition to clinical signs of infection (e.g. inflammation, purulence and pain), a microbial count of ≥105 colony‐forming units/g has historically been used to define wound infection. However, it is increasingly recognised that, rather than a high bioburden level alone being detrimental to wound healing, it is the virulence of the invading microorganism and the host's immune status that can affect clinical outcomes. Bacteria, such as Pseudomonas aeruginosa, Staphylococcus aureus and Staphylococcus epidermidis, have developed a range of virulence factors to help them overcome host defences and proliferate within the underlying soft tissue. More specifically, bacterial proteases are one such virulence factor that has been implicated in promoting the invasion and destruction of the host tissue. Because of the complexities of microorganisms, the proteases can negatively impact the wound environment, leading to delayed wound healing. The aim of the present paper is to describe various extracellular bacterial proteases; review the impact they have on the wound environment, the host immune response and biofilms; and discuss potential wound management strategies against them. The evidence discussed suggests that proteases may play a profound role in wound infections, contribute to the development of an inflammatory response and impede wound healing

Networks and locations for student learning

This article examines the significance of place and location at a time when mobile and networked technologies allow students access from a diversity of contexts. The article reports a cultural probe exercise. Over a 24-hour period, undergraduate students received SMS text messages and recorded answers to a fixed set of prompt questions using a small hand-held video camera or a notebook. Our findings provide limited evidence of changes in student practices in relation to the adoption of mobile network access. Students still use the kinds of learning spaces they used 10 years ago despite the increased availability of wireless access to the internet and the increased ownership of mobile devices. An area where there has been significant change is in the social character of students' engagements with networked technologies and the integration of the mobile phone, social networking and other social technologies into the everyday fabric of student life

Learning with mobile devices: the changing place and space of distance learners' study

This paper examines the changing study practices of UK distance learning students as they employ, adapt and integrate the use of new portable digital devices such as tablets, e-books and smartphones into their learning. The paper uses data from 1700 students that have been collected in a series of surveys at The Open University by the E-Pedagogies Project between 2012 and 2016. The data cover study habits, patterns of use, study tasks and student experiences of distance learning students, showing how these change over time. Data from open comments provide further insight into how, why and where students are studying, or attempting to study. The evidence paints a nuanced picture where the combination of handheld digital devices being used is in flux, where course learning designs need to allow students more flexibility in study technology and pedagogies, and where the opportunity time for study remains fluid. The insights presented in this paper will be of interest to all those involved in Higher Education and distance learning both

Seabird-vectored pelagic nutrients integrated into temperate intertidal rocky shores

Seabirds provide inter-habitat connectivity by transporting vast quantities of nutrients from their pelagic feeding grounds to terrestrial and marine ecosystems via their nitrogen and phosphorous rich guano. However, it remains unclear whether seabird nutrients are cycling through many nearshore, temperate systems, such as United Kingdom (UK) rocky shores. Furthermore, it also remains unknown how seabird nutrient subsidies impact biodiversity, productivity, and recolonisation rates in UK rocky intertidal systems. Here, the impact of seabird nutrient subsidies to the Farne Islands, Northumberland, areas of high seabird densities during their breeding seasons, was compared to nearby low seabird density areas on the Northumberland coast. Estimated seabird derived nitrogen inputs and seabird densities were 420-1,025 and 949-2,279 times higher, respectively, on seabird islands than on the mainland. Seabird derived nutrient inputs led to substantially enriched nitrogen stable isotope (δ15N) values and total nitrogen content in terrestrial soil, plants, and lichen, and intertidal barnacles, and limpets, and higher δ15N values in macroalgae and turf algae. The seabird islands contained marginally greater algal species richness and higher densities of intertidal predators. However, other drivers could not be ruled out, such as nutrient inputs from mainland sources and marginally higher wave exposure at the mainland sites. No difference in limpet size, biomass, or abundance existed between the seabird islands and the mainland. On plots artificially cleared to simulate a disturbance event, barnacles recolonised faster on mainland sites. These findings provide evidence that seabird vectored pelagic nutrients are incorporated into terrestrial and intertidal ecosystems of UK islands, and therefore play an important role in facilitating ecosystem connectivity