Lurking and learning: Making learning visible in a Virtual Design Studio

This paper explores certain types of student behaviour in design courses presented through an online distance learning environment and using a virtual design studio. It demonstrates that types of behaviour often considered to be passive, and therefore negative or less valuable than obviously active behaviours, can be significant evidence of student learning. Specifically, viewing other students’ work is demonstrated to be a stronger (or equal) correlation of student success compared to any other behaviour measured in the virtual design studios studied. It is hypothesised that this activity is part of a larger set of social learning behaviours that contribute to a general social press or ‘ecology’ of studio learning. This finding has important implications for the design and implementation of virtual studios (technically and in learning design) and these are reported specifically for the interest and use of learning designers

Physical activity, weight status and diet in adolescents: are children meeting the guidelines?

Childhood obesity is on the increase and maintaining regular physical activity and consuming a healthy diet have become essential tools to combat the condition. The United Kingdom government has recommended guidelines for optimal levels of diet and activity in children. The aim of this paper is to describe and compare self-reported physical activity levels, diet, and Body Mass Indices (BMI) amongst adolescent children, aged 11-15, in the South West (SW) and North West (NW) regions of England and to see if these children were meeting the current targets for optimal levels of: physical activity; fruit/vegetable consumption; fat consumption and BMI. We report the results of a cross-sectional survey of four secondary schools and 1,869 children using the self-reported Western Australian Child and Adolescent Physical Activity and Nutrition Survey (CAPANS) physical activity instrument and a food intake screener questionnaire, in summer and winter. We found that 25% (469/1869) 95% CI: 23% to 27%, of children engaged in 60 minutes of moderate to vigorous physical activity per day; 53% (995/1866) 95% CI: 51% to 56%, took 5 portions of fruit and vegetables per day; while 22% (407/1861) 95% CI: 20% to 24% consumed recommended amount of fats, and 23.7% (276/1164) 95% CI: 21% to 26%, of pupils were obese or overweight as classified by their BMI. Self reported physical activity in young people regardless of area is lower than previously reported and the lack of students engaging in 60 minutes moderate to vigorous activity could have serious public health consequences. If sustained, this could lead to more overweight adults, and more ill health

Physical activity among adolescents and barriers to delivering physical education in Cornwall and Lancashire, UK: a qualitative study of heads of PE and heads of schools. BMC Public Health Journal 2008 Aug 1;8:273.

BACKGROUND: Recent initiatives have been introduced by the UK government into secondary schools to increase pupils' access to physical activity (PA). Despite this, not enough is known about pupils' levels of physical activity or whether the delivery of these initiatives in schools facilitates or creates a barrier for pupils' PA. The aim of this study was to gain an understanding of adolescents PA levels from the perspective of those responsible for delivering physical education (PE) in schools; heads of PE (HOPE) and heads of school (HS). METHODS: Seventeen semi-structured qualitative interviews were carried out with a snowball sample of HOPE and HS in schools in the Northwest and Southwest of England. Thematic data analysis using NVIVO was used to identify emergent themes.RESULTS:17 core themes were generated, 12 of which confirmed the findings from similar research. However, five themes relating to 'ethos of performance/elitism', 'lower fitness leads to lower ability', 'undervaluing activities within PE dept' or school as a whole', 'role of the school' and 'PE department doing all it can' offer valuable new insight into the factors which may encourage or prevent PA inside or outside the curriculum. CONCLUSION: Despite many positive perceptions of the delivery of PE in schools, it is evident that barriers still exist within that delivery which discourages physical activity. More research is needed to particularly address the complex issues of elitism and the ethos of PA in schools

False memory ≠ false memory: DRM errors are unrelated to the misinformation effect

The DRM method has proved to be a popular and powerful, if controversial, way to study 'false memories'. One reason for the controversy is that the extent to which the DRM effect generalises to other kinds of memory error has been neither satisfactorily established nor subject to much empirical attention. In the present paper we contribute data to this ongoing debate. One hundred and twenty participants took part in a standard misinformation effect experiment, in which they watched some CCTV footage, were exposed to misleading post-event information about events depicted in the footage, and then completed free recall and recognition tests. Participants also completed a DRM test as an ostensibly unrelated filler task. Despite obtaining robust misinformation and DRM effects, there were no correlations between a broad range of misinformation and DRM effect measures (mean r  = -.01). This was not due to reliability issues with our measures or a lack of power. Thus DRM 'false memories' and misinformation effect 'false memories' do not appear to be equivalent

OpenDesignStudio: virtual studio development over a decade

This paper presents a case study on OpenDesignStudio (ODS), an online, virtual design studio used to support a Design and Innovation qualification at The Open University (UK). The case presents the main design and development iterations ODS over a period of nearly 15 years and presents recent usage data of large-scale student populations (3000+ students). As such it is one of the largest and longest online, distance design studios, representing a unique longitudinal study of Virtual Design Studio use. The case highlights the importance of learning design, social learning mechanisms, and induction into studio culture

A longitudinal study of Virtual Design Studio (VDS) use in STEM distance design education.

The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3,000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as ‘listening-in’ (viewing other students’ work) and student success, as well as behaviour shifts from ‘passive’ to ‘active’ engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios

Social engagement in online design pedagogies

Design studio education has been a leading pedagogical principle in design learning for over 100 years. Initially, the studio environment was seen as a collaborative environment in which students follow the work of their peers’ through formal presentations, critiques and informal conversations. In the recent past, research on design studios has lost sight of the social component in studio education in favour of concentrating on the tutor-students relationship. As the delivery of design education has moved into online environments, scholars have begun to recognise that social engagement with peers may be of a greater importance to students’ design learning than previously acknowledged. This paper explores the gap in our understanding of engagement and interaction by analysing quantitative and qualitative data from 317 students who were studying an online module in design thinking. The module facilitates learning akin to the design studio experience. An online environment allows students to share and discuss design work, asynchronously, with peers at a distance. The results of the analysis show a correlation between engagement and students success, and further analysis of the kinds of interactions suggest six themes of social engagement that have a positive effect on students’ outcomes. These findings add to our understanding of successful online design pedagogies

The mandibular gland secretions of the Cape honeybee (Apis mellifera capensis ESCH.) : factors affecting the production of the chemical signal and implications for further development of beekeeping in South Africa

The chemical composition of the mandibular gland extracts of Apis mellifera capensis virgin queens was analysed by gas chromatography-mass spectroscopy. Thirty-seven compounds from various chemical groups including aliphatic and aromatic acids and diacids, phenols, alkanes, amino acids and sugars were identified. Among the identified compounds were the queen mandibular pheromone components 9ODA, 9HDA, HVA and HOB and the other aliphatic acids and phenols considered to be the major components of A.m. capensis mandibular glands. Ontogenetic changes in the concentration of the mandibular gland secretions of virgin queens were largely quantitative in nature with the total volume and that of most of the compounds increasing with queen age. The final level of 9ODA is reached at the premating stage, approximately three days after emergence, when it comprises approximately 87% of the major constituents of the mandibular gland signal. Hostile reactions by workers towards introduced virgin queens can be correlated to the relative proportion of 9ODA present in the mandibular gland secretions. This seems to indicate that it is the complete spectrum of the signal and not individual compounds that determine worker reaction towards introduced queens. Keeping queens singly, with or without workers, in an incubator and in small mating nucleus hives proved to be the most successful methods of queen rearing in respect to survival rate in A.m. capensis. The presence of workers during the ageing of virgin queens was found to significantly affect the chemical composition of the mandibular gland secretions of queens. The reaction of workers towards introduced virgin queens reared under different holding conditions varied, with queens reared with workers eliciting significantly less hostile reactions from workers than those reared without workers. Mated queens from five localities in the Eastern Cape were characterised on the basis of the chemical composition of their mandibular gland secretions and the ratio of 9ODA:10HDA. No significant differences were detected and none of the queens sampled could be considered to be A.m. capensis based on their mandibular gland signal. The findings of this study provide baseline data for the development of a queen-rearing program tailored to the specific requirements of A.m. capensis

Individual differences in face and voice matching abilities: The relationship between accuracy and consistency

Deciding whether two different face photographs or voice samples are from the same person represent fundamental challenges within applied settings. To date, most research has focussed on average performance in these tests, failing to consider individual differences and within‐person consistency in responses. Here, participants completed the same face (Experiment 1) or voice matching test (Experiment 2) on two separate occasions, allowing comparison of overall accuracy across the two timepoints as well as consistency in trial‐level responses. In both experiments, participants were highly consistent in their performances. In addition, we demonstrated a large association between consistency and accuracy, with the most accurate participants also tending to be the most consistent. This is an important result for applied settings in which organisational groups of super‐matchers are deployed in real‐world contexts. Being able to reliably identify these high performers based upon only a single test informs regarding recruitment for law enforcement agencies worldwide