Reflections on the impact of social technologies on lecturers in a pathway institution

Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supple- ment the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional’ lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s)

BcB_c spectroscopy

In the framework of potential models for heavy quarkonium the mass spectrum for the system ($\bar b c$) is considered. Spin-dependent splittings, taking into account a change of a constant for effective Coulomb interaction between the quarks, and widths of radiative transitions between the ($\bar b c$) levels are calculated. In the framework of QCD sum rules, masses of the lightest vector $B_c^*$ and pseudoscalar $B_c$ states are estimated, scaling relation for leptonic constants of heavy quarkonia is derived, and the leptonic constant $f_{B_C}$ is evaluated.Comment: IHEP 94-51, LATEX, 39 page

Digital audio for asynchronous interactive learning at an English university

The authors recommend, based on their research and experience, further use of ADA with podcasts and voice boards for interactive learning. They discuss future research, such as: Can ADA’s impact on students’ performance be measured? How much extra time do students commit to using ADA? What does ADA cost? How does audio feedback spark student-tutor dialogues and what effects do these dialogues have? Can other disciplines benefit from using ADA and if so how? Are there advantages in using other voice tools such as voice e-mail and audio blogs to promote interactive learning? Further research is needed, although ADA interactive learning already offers much to learners at a distance and on-campu