Collaborative Epistemic Discourse in Classroom Information Seeking Tasks

We discuss the relationship between information seeking, and epistemic beliefs – beliefs about the source, structure, complexity, and stability of knowledge – in the context of collaborative information seeking discourses. We further suggest that both information seeking, and epistemic cognition research agendas have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area we seek to address in this paper. A small-scale observational study using sociocultural discourse analysis was conducted with eight eleven year old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. We find that 1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk, 2) that it is possible to identify talk which is more or less productive, and 3) that epistemic talk is associated with positive learning outcomes

Neutrophil L-plastin controls ocular paucibacteriality and susceptibility to keratitis

Why ocular mucosa is paucibacterial is unknown. Many different mechanisms have been suggested but the comprehensive experimental studies are sparse. We found that a deficiency in L-plastin (LCP1), an actin bundling protein, resulted in an ocular commensal overgrowth, characterized with increased presence of conjunctiva

The negotiation and co-construction of meaning and understanding within a postgraduate online learning community

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality and outcomes of these dialogues. Drawing on contemporary socio-cultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has been developed to understand face to face educational dialogues to the new context of asynchronous electronic conferencing. The work reported is derived from an in-depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Learning. The course was taught on-line to an international cohort of students from wide-ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students’ on-line collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered

Software development tools for the CDF MX scanner

This paper discuses the design of the high level assembler and diagnostic control program developed for the MX, a high speed, custom designed computer used in the CDF data acquisition system at Fermilab. These programs provide a friendly productive environment for the development of software on the MX. Details of their implementation and special features, and some of the lessons learned during their development are included

Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making

This paper explores a common educational dilemma, namely that of how to resource meaningful teaching and learning experiences, and the research challenge of how to represent the multimodal complexity of pedagogic intentions and instantiations. We share the sociocultural view of talk as a central tool in meaning making, aligned with attention to how teaching and learning conversations are mediated by communicative cues and interactions orchestrated across modes. We present extracts to exemplify the benefits of combining sociocultural discourse analysis (SCDA) and multimodal analysis, to explore classroom data at different levels of detail and temporal range. The context for the data collection was a series of lessons on the Great Fire of London with a Year 2 class (6–7 years). Lessons were part of a project using dance and interactive technologies to support understanding. We highlight the purposeful use of different analytic foci, enabled by SCDA and multimodal analysis, and explore what this can add to researchers' understanding of the contextualised nature of meaning making, building and weaving over time, in often unexpected ways. The original contribution of this paper is in offering an innovative mixed-methods approach to explore the complex detail, development and multimodal array of educational interaction

Learning and interaction in groups with computers: when do ability and gender matter?

In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned

Metastatic progression and gene expression between breast cancer cell lines from African American and Caucasian women

African American (AA) women have a lower overall incidence of breast cancer than do Caucasian (CAU) women, but a higher overall mortality. Little is known as to why the incidence of breast cancer is lower yet mortality is higher in AA women. Many studies speculate that this is only a socio-economical problem. This investigation suggests the possibility that molecular mechanisms contribute to the increased mortality of AA women with breast cancer. This study investigates the expression of 14 genes which have been shown to play a role in cancer metastasis. Cell lines derived from AA and CAU patients were analyzed to demonstrate alterations in the transcription of genes known to be involved in cancer and the metastatic process. Total RNA was isolated from cell lines and analyzed by RT-PCR analysis. Differential expression of the 14 targeted genes between a spectrum model (6 breast cancer cell lines and 2 non-cancer breast cell lines) and a metastasis model (12 metastatic breast cancer cell lines) were demonstrated. Additionally, an in vitro comparison of the expression established differences in 5 of the 14 biomarker genes between African American and Caucasian breast cell lines. Results from this study indicates that altered expression of the genes Atp1b1, CARD 10, KLF4, Spint2, and Acly may play a role in the aggressive phenotype seen in breast cancer in African American women

Test-Retest Reliability of a Computerized Concussion Test: CNS Vital Signs

Neurocognitive testing is an important concussion evaluation tool, but for neurocognitive tests to be useful, their psychometric properties must be well established. Test-retest reliability of computerized neurocognitive tests can influence their clinical utility. The reliability for a commonly used computerized neurocognitive test, CNS Vital Signs, is not well established. The purpose of this study was to examine test-retest reliability and reliable change indices for CNS Vital Signs in a healthy, physically active college population