Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Historical biogeography of the land snail Cornu aspersum: new insights into the scenario inferred from haplotype distribution in both Europe and North Africa.

International audienceBackground: Despite its key location between the rest of the continent and Europe, research on the phylogeography of north African species remains very limited compared to European and North American taxa. The Mediterranean land mollusc Cornu aspersum (= Helix aspersa) is part of the few species widely sampled in north Africa for biogeographical analysis. It then provides an excellent biological model to understand phylogeographical patterns across the Mediterranean basin, and to evaluate hypotheses of population differentiation. We investigated here the phylogeography of this land snail to reassess the evolutionary scenario we previously considered for explaining its scattered distribution in the western Mediterranean, and to help to resolve the question of the direction of its range expansion (from north Africa to Europe or vice versa). By analysing simultaneously individuals from 73 sites sampled in its putative native range, the present work provides the first broad-scale screening of mitochondrial variation (cyt b and 16S rRNA genes) of C. aspersum. Results: Phylogeographical structure mirrored previous patterns inferred from anatomy and nuclear data, since all haplotypes could be ascribed to a B (West) or a C (East) lineage. Alternative migration models tested confirmed that C. aspersum most likely spread from north Africa to Europe. In addition to Kabylia in Algeria, which would have been successively a centre of dispersal and a zone of secondary contacts, we identified an area in Galicia where genetically distinct west and east type populations would have regained contact. Conclusions: Vicariant and dispersal processes are reviewed and discussed in the light of signatures left in the geographical distribution of the genetic variation. In referring to Mediterranean taxa which show similar phylogeographical patterns, we proposed a parsimonious scenario to account for the "east-west" genetic splitting and the northward expansion of the western (B) clade which roughly involves (i) the dispersal of ancestral (eastern) types through Oligocene terranes in the Western Mediterranean (ii) the Tell Atlas orogenesis as gene flow barrier between future west and east populations, (iii) the impact of recurrent climatic fluctuations from mid-Pliocene to the last ice age, (iv) the loss of the eastern lineage during Pleistocene northwards expansion phases

Phylogeography and historical demography of the Lusitanian snail Elona quimperiana reveal survival in unexpected separate glacial refugia

<p>Abstract</p> <p>Background</p> <p>Present day distributions of Palearctic taxa in northern latitudes mainly result from populations having survived in local patches during the Late Pleistocene and/or from recolonizing populations from southern temperate refugia. If well-studied Mediterranean and eastern European refugia are widely accepted, some recent biogeographical assumptions still remain unclear, such as the occurrence of multiple glacial refugia in Iberia and cryptic refugia in northern Europe during the last glaciations. The Lusitanian snail <it>Elona quimperiana </it>has a remarkably disjunct distribution, limited to northwestern France (Brittany), northwestern Spain and the Basque Country. By describing the phylogeographical structure of this species across its entire range, the present study attempts to identify refugia and subsequent recolonization routes.</p> <p>Results</p> <p>Results based on 16S and COI gene sequences showed that the low genetic diversity observed in the Brittany populations should be associated with a recent demographic expansion. By contrast, populations from Spain exhibit several differentiated lineages and are characterized by demographic equilibrium, while the Basque populations are the only ones harboring typical distinct haplotypes. The center of the star-like networks of both gene sequences is occupied by a common ancestral-like haplotype found in Brittany and Spain, which might have originated from the middle of Northern Spain (i.e. Asturias, eastern Lugo and western Cantabria). Estimates of the divergence time between the Spain-Brittany and Basque lineages strongly suggest that <it>E. quimperiana </it>survived the Pleistocene glaciations in distinct refugia on the Iberian Peninsula, one of which is situated in Picos de Europa, and the other in the Basque Country. The occurrence of a northern refugium in France cannot be rejected as of yet.</p> <p>Conclusion</p> <p>Present results confirm the Iberian origin of the land snail <it>E. quimperian</it>a and strongly support the emerging phylogeographic hypothesis of multiple refugia in Iberia during the last glaciations. The scenario of a spatial expansion of <it>E. quimperiana </it>from an Iberian refuge located in Asturias to northern areas provides the most probable explanation for the present distribution of this land snail. By harboring distinct haplotypes, the Basque Country populations appear to be of great importance in terms of potential adaptation, long term persistence and hence, the conservation of <it>E. quimperiana</it>.</p

Intégration de capacités verticales débouchantes au sein d'un interposeur silicium

Integrated circuits density never stopped rising since the discovery of the transistor in 1947, through components size shrinking. However, this miniaturization now encounters barriers and reduction of transistor’s gate size alone no longer allows integrated circuits overall performances increase. Therefore, microelectronic industry turned to new heterogeneous integration solutions aiming to develop the diversification of functionalities offered by the circuits. Among these solutions, 3D integration involving stacking several silicon dies on top of each other with the help of Through Silicon Vias (TSV) appears to be promising. Nevertheless, such structures will take times to reach maturity since they require the evolution of the whole industrial ecosystem. A transitional solution in term of technological maturity lies in the use of the interposer: a thinned substrate placed between the high density silicon dies and the Ball Grid Array acting as an integration platform allowing side by side placement of heterogeneous dies as well as high density interconnections. However, the addition of the interposer in the system leads to the increase of the Power Delivery Network impedance. The integration of a decoupling capacitor on the interposer resolves this issue by ensuring power integrity within 3D structures.The objective of this PhD thesis consists in the study of different aspects of a new kind of integrated capacitor within the silicon interposer. This 3D Metal-Insulator-Metal (MIM) capacitor has the particularity to cross over the whole silicon interposer’s thickness and to be co-integrated with TSV.The first step of this new integrated component study has been the definition of an efficient architecture, achieved through a modeling study allowing the influence evaluation of the numerous geometrical and material parameters coming into play. This modeling study pointed out the low ESR and ESL values achievable by the structure (in the m and fH range respectively). Then, the fabrication of the capacitor required the development of innovative process steps allowing the deposition of a MIM stack in deep vias matrices as well as co-integration with TSV. Finally, component performances have been evaluated through the fabrication of a test demonstrator as well as a finites elements electromagnetic simulation campaign. A capacitance density of 20 nF.mm-2 has been reached on this demonstrator, showing an increase up to a factor 6 compared to a planar structure.La densité des circuits intégrés n’a pas cessé d’augmenter depuis la découverte du transistor en 1947, à travers la réduction de la taille de leurs composants. Cependant, cette miniaturisation se heurte aujourd’hui à certaines barrières et la réduction de la longueur de grille des transistors ne permet plus à elle seule l’augmentation des performances globales des circuits intégrés. L’industrie de la microélectronique s’est donc tournée vers de nouvelles solutions d’intégrations hétérogènes visant à développer la diversification des fonctionnalités proposées par les circuits. Parmi ces solutions, l’intégration 3D consistant à empiler plusieurs puces de silicium les unes sur les autres à l’aide de « Through Silicon Vias » (TSV) apparait très prometteuse. Toutefois, de telles structures mettront du temps à atteindre leur maturité puisqu’elles requièrent l’évolution de tout l’écosystème industriel. Une solution intermédiaire en termes de maturité technologique réside dans l’utilisation de l’interposeur : un substrat aminci placé entre les puces haute densité et le « Ball Grid Array » faisant office de plateforme d’intégration permettant le placement côte à côte de puces hétérogènes ainsi que la réalisation d’une forte densité d’interconnexions. Cependant, l’ajout de l’interposeur dans le système a pour effet l’augmentation de l’impédance du réseau de distribution de puissance. L’intégration d’une capacité de découplage au sein de l’interposeur répond à cette problématique en assurant l’intégrité de l’alimentation dans des structures tridimensionnelles.L’objectif de cette thèse de doctorat consiste en l’étude de l’intégration d’un nouveau type de capacité intégrée au sein de l’interposeur silicium. Cette capacité basée sur un empilement Métal-Isolant-Métal (MIM) tridimensionnelle a pour particularité de traverser l’intégralité de l’épaisseur de l’interposeur et d’être co-intégrée avec les TSV.La première étape de l’étude de ce nouveau composant intégré a été la définition d’une architecture performante, réalisée à travers une étude de modélisation permettant l’évaluation de l’influence des nombreux paramètres géométriques et matériaux entrant en jeu. Cette étude a permis de mettre en avant les faibles valeurs d’ESR et d’ESL atteignable par la structure (de l’ordre du m et fH respectivement). Ensuite, la réalisation de la capacité a nécessité le développement de procédés de fabrication innovants permettant le dépôt d’un empilement MIM dans des matrices de vias profonds ainsi que sa co-intégration avec les TSV. Enfin, les performances du composant ont été évaluées à travers la réalisation et la caractérisation d’un démonstrateur de test ainsi qu’une campagne de simulations électromagnétiques par éléments finis. Une densité de capacité de 20 nF.mm-2 a été atteinte sur ce démonstrateur, offrant un gain d’un facteur supérieur à 6 par rapport à une structure planaire

Por una pedagogía de "los inicios"

When does a subject interested in pursuing a university career become a “student”? Thus begins this work that aims to investigate the experience of "entering the university" and travel the first year of a university career.¿Cuándo un sujeto interesado en seguir una carrera universitaria se vuelve “estudiante”? Así comienza este trabajo de autoría colectiva que se propone indagar acerca de la experiencia de “entrar en la universidad” y transitar el primer año de una carrera universitaria.&nbsp; &nbsp

For a pedagogy of “the beginnings”

¿Cuándo un sujeto interesado en seguir una carrera universitaria se vuelve “estudiante”? Así comienza este trabajo de autoría colectiva que se propone indagar acerca de la experiencia de “entrar en la universidad” y transitar el primer año de una carrera universitaria.When does a subject interested in pursuing a university career become a “student”? Thus begins this work that aims to investigate the experience of “entering the university” and travel the first year of a university career.Reseña de: Por una pedagogía de “los inicios”. Más allá del ingreso a la vida universitaria. Editoras: Viviana Mancovsky y Stella Maris Más Rocha. Editorial Biblos | Saberes y prácticas 2019Especialización en Docencia Universitari

O sofrimento amenizado com o tempo: a experiência da família no cuidado da criança com anomalia congênita

This study aimed to understand the experience of caring for a child with a congenital anomaly from the family's perspective. Symbolic Interactionism and Grounded Theory were the theoretical and methodological references, respectively. Data collection was carried out with eight families with children having congenital anomalies through semi-structured interviews and participating observation. Data analysis reached axial coding. Results revealed two phenomena in the experience of families in delivering care to children with congenital anomalies - Facing an initially difficult experience and suffering eases over time. We concluded that the understanding of this experience supports the need to reconsider the nursing care provided to families in the care of children with congenital anomalies.El objetivo de este estudio fue comprender el significado de la vivencia del proceso de cuidar de niños con anomalía congénita bajo la perspectiva de la familia. El Interaccionismo Simbólico y la Teoría Fundamentada en los Datos fueron utilizados como marcos teóricos y metodológicos, respectivamente. La recolección de los datos fue realizada en ocho familias de niños con anomalía congénita, utilizándose la entrevista semiestructurada y la observación participante. El análisis de los datos fue conducido hasta la codificación axial. Como resultados, fueron evidenciados dos fenómenos en la vivencia de la familia al cuidar del niño con anomalía congénita: deparándose con una vivencia inicialmente difícil, y teniendo el sufrimiento amenizado con el tiempo. Se concluye que la comprensión de esa vivencia ofrece subsidios importantes para repensar la asistencia de enfermería a la familia que cuida de niños con anomalía congénita.O objetivo deste estudo foi compreender o significado da vivência do processo de cuidar da criança com anomalia congênita sob a perspectiva da família. O Interacionismo Simbólico e a Teoria Fundamentada nos Dados foram utilizados como referenciais teórico e metodológico, respectivamente. A coleta dos dados foi realizada com oito famílias de crianças com anomalia congênita, utilizando-se a entrevista semiestruturada e observação participante. A análise dos dados foi conduzida até à codificação axial. Como resultados, foram evidenciados dois fenômenos na experiência da família ao cuidar da criança com anomalia congênita - deparando-se com uma experiência inicialmente difícil e tendo o sofrimento amenizado com o tempo. Conclui-se que a compreensão dessa vivência oferece subsídios importantes para se repensar a assistência de enfermagem à família no cuidar da criança com anomalia congênita

Comunicación asertiva y relaciones interpersonales de los estudiantes del primer grado de secundaria de la Institución Educativa Pedro del Castillo Ríos, Yurimaguas, 2020

El presente estudio de investigación tuvo como objetivo general determinar la relación entre la comunicación asertiva y las relaciones interpersonales de los estudiantes del primer grado de secundaria de la Institución Educativa Pedro del Castillo Ríos, Yurimaguas, 2020. La investigación es de enfoque cuantitativo de tipo básico de alcance descriptivo correlacional por que evalúa el grado de relación de las variables. El diseño de la investigación fue no experimental de corte transversal porque no se manipulo las variables. La población estuvo conformada por 80 estudiantes; y la muestra, por 60 estudiantes del primer grado A y B de la institución. Para la variable comunicación asertiva se utilizó el nstrumento en base a las teorías de Robbins (2008) y la variable relaciones nterpersonales a Goleman (2006), estos fueron validados mediante juicio de expertos, se comprobó su fiabilidad mediante el Alpha de Cronbach (0,920) para comunicación asertiva y para relaciones interpersonales (0,860); indicando que la confiablidad es buena. Los resultados muestran que si existe relación significativa entre la comunicación asertiva y las relaciones interpersonales con un coeficiente de correlación de un Rho(r = 0,712, p < 0,00); y un coeficiente determinante de 51%

Creativity research overlooks the study of resilience among young children: a bibliometric network review

Creativity researchers are increasingly interested in understanding when, how, and for whom creativity can be beneficial. Previous reviews have demonstrated that creativity research largely ignores the study of its impact on factors that promote health, and well-being among populations of adults. It is unclear, in fact, whether this gap in research also extends to creativity research among young children. This paper addresses this issue. Early childhood is a crucial stage for the cognitive development of young children who remain highly sensitive to stress, and adversity. It is therefore essential to identify and promote factors that are beneficial to early childhood resilience, thereby contributing to documenting more of the effects of creative activities on positive outcomes. This paper presents a review with a bibliometric analysis of 1000 randomly selected articles from the Web of Science, without bias towards any specific peer-reviewed journal. The analysis of 454 included articles shows that approximately 80% of the included studies focus on creativity as an outcome (replicating previous findings with a larger sample), with only 3.78% investigating creative activities as predictors among young children. In this small percentage, most of the studies addressed creative activities in young children related to resilience outcomes

Evaluation of engagement in learning within active learning classrooms: Does novelty make a difference?

This cross-sectional study examines students’ and faculty members’ perceptions on their use of active learning classrooms in a university in Singapore. The study targets students (398) and faculty (6) who use active learning classrooms - Applied and Collaborative learning Environment (ACE) rooms. It investigated whether novelty to the learning environment plays a part in the perceptions and experiences of the rooms, through the Active Learning Classroom (ALC) Survey. Results reveal that effective utilisation, room/course fit, student-centred activities in the ACE room all play major roles in increasing student engagement and learning; yet no difference in the first-time or repeated student-users’ experience