Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified

It all just clicked: a longitudinal perspective on transitions within University

This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research–intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is drawn from 20 students who were interviewed during each of their three or four years of study to provide a longitudinal account of their experiences of engagement and participation at the university. We draw attention to three ways in which the students made transitions across the course of their degrees: to increased knowledge of the conventions of academic writing; to enhanced critical skills; and to practical strategies to prioritise learning

Jamming and Stress Propagation in Particulate Matter

We present simple models of particulate materials whose mechanical integrity arises from a jamming process. We argue that such media are generically "fragile", that is, they are unable to support certain types of incremental loading without plastic rearrangement. In such models, fragility is naturally linked to the marginal stability of force chain networks (granular skeletons) within the material. Fragile matter exhibits novel mechanical responses that may be relevant to both jammed colloids and cohesionless assemblies of poured, rigid grains.Comment: LATEX, 3 Figures, elsart.cls style file, 11 page

Stress in frictionless granular material: Adaptive Network Simulations

We present a minimalistic approach to simulations of force transmission through granular systems. We start from a configuration containing cohesive (tensile) contact forces and use an adaptive procedure to find the stable configuration with no tensile contact forces. The procedure works by sequentially removing and adding individual contacts between adjacent beads, while the bead positions are not modified. In a series of two-dimensional realizations, the resulting force networks are shown to satisfy a linear constraint among the three components of average stress, as anticipated by recent theories. The coefficients in the linear constraint remain nearly constant for a range of shear loadings up to about .6 of the normal loading. The spatial distribution of contact forces shows strong concentration along ``force chains". The probability of contact forces of magnitude f shows an exponential falloff with f. The response to a local perturbing force is concentrated along two characteristic rays directed downward and laterally.Comment: 8 pages, 8 figure

Stresses in silos: Comparison between theoretical models and new experiments

We present precise and reproducible mean pressure measurements at the bottom of a cylindrical granular column. If a constant overload is added, the pressure is linear in overload and nonmonotonic in the column height. The results are {\em quantitatively} consistent with a local, linear relation between stress components, as was recently proposed by some of us. They contradict the simplest classical (Janssen) approximation, and may pose a rather severe test of competing models.Comment: 4 pages, 2 figures, final version to appear in Phys. Rev. Let

Moving lessons: teaching sociology through embodied learning in the HE classroom

This chapter outlines an approach to classroom teaching that makes use of physical movement alongside more traditional lecturing methods when delivering lessons on abstract theoretical material. It develops the notion of embodied learning as a 'physical metaphor', outlining some examples of this practice that we have used in our recent work with a class of first year undergraduates. We argue that conceptualising students as embodied subjects, whose capacity to learn extends through and beyond their physical selves, educators are able to enhance classroom delivery by diversifying teaching activities and creating opportunities for enjoyable and memorable learning experiences. We advocate the reflexive, contextually-sensitive and level- appropriate use of this method, arguing that despite some limitations it can animate students' understanding of academic ideas in uniquely personalised ways

Jamming and Stress Propagation in Granular Materials

We have recently developed some simple continuum models of static granular media which display "fragile" behaviour: they predict that the medium is unable to support certain types of infinitesimal load (which we call "incompatible" loads) without plastic rearrangement. We argue that a fragile description may be appropriate when the mechanical integrity of the medium arises adaptively, in response to a load, through an internal jamming process. We hypothesize that a network of force chains (or "granular skeleton") evolves until it can just support the applied load, at which point it comes to rest; it then remains intact so long as no incompatible load is applied. Our fragile models exhibits unusual mechanical responses involving hyperbolic equations for stress propagation along fixed characteristics through the material. These characteristics represent force chains; their arrangement expressly depends on the construction history. Thus, for example, we predict a large difference in the stress pattern beneath two conical piles of sand, one poured from a point source and one created by sieving.Comment: 40 pages, 9 figures, LATE

Enriching the values of micro and small business research projects: co-creation service provision as perceived by academic, business and student

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education, first published online 3 September 2014, available online: http://www.tandfonline.com/doi/full/10.1080/03075079.2014.942273.The National Committee of Inquiry into Higher Education (1996) chaired by Lord Dearing envisioned a university sector central to the UK’s knowledge-based economy. With successive government support the university-business partnership ideology has been put into practice. Widening participation has increased in emphasis over recent years, providing key innovations and skills to support business growth. Yet business schools activities in business growth is marginal against other university schools. The paper reports on an empirical study analyzing the university/business values derived from one small business engagement project. Data collected through semi-structured interviews, observations, memos, and discussions were coupled with critical evaluation of work and action-based learning (ABL) literature. Analysis reveals evidence of multiple value adding factors; it emerged that the existence of knowledge, present or generated through blended learning techniques, was a key value adding element. The findings enabled the construction of a universal process model providing a project framework, detailing areas of collaborative efforts and associated recompenses; this included ease in project advancements and a noticeably advanced project outcome. The study highlights these values in terms of individual and organizational learning, originality and quality of outputs. Given the growing importance of Small to Medium-sized Enterprises (SMEs) to the UK economy, understanding the value co-created by collaborative projects in delivering both work-based and ABL for graduates/students, academics and enterprise management is important.Peer reviewedFinal Accepted Versio

Group work and the change of obstacles over time: The influence of learning style and group composition

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their group work activities. It investigates whether a group of students with a similar learning style (homogeneous group) experience different obstacles compared to a group of students with a diverse learning style (heterogeneous group). In addition, to identify the difference, if any, between a group formed by a tutor and one where the students form the group themselves, tutor and self-allocated group allocations are explored. This study focuses on obstacles experienced by these students during group work activities. Using a sample of more than 200 students over a period of 3 years, the types and the changes of obstacles in different stages of group life are explored. The findings show that students experience obstacles which can be classified into personal and social, leadership and management, and task-related obstacles. Those obstacles were not static but increased over time. The study also investigates the impact of different methods of forming groups and whether this impacted on obstacles experienced. Overall, different interventions prompted different patterns of obstacle development