The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015) and a control group (2013-2014 and 2015-2016), respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks) weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ), Revised Study Process Questionnaire (R-SPQ-2F) and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05). The GPQ individual accountability and equal opportunity scores (components of collaboration) were higher in the wiki group than in the control group (p < 0.001). No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score). Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning (individual accountability and equal participation opportunity) and approaches to learning (with less surface learning). However, use of a wiki does not improve course performance

A Software Architecture for Collaborative Training in Virtual Worlds: F-16 Airplane Engine Maintenance

Abstract. The maintenance of military aircraft is complex and exhaus-tive, requiring an accurate training program. This process is not fault tolerant and requires certification renewal periodically. Furthermore, the process involves many professionals and resources, requiring phases of maintenance and verification of the tasks. Cooperation between profes-sionals in the overall process is essential and requires strong team co-ordination. It is a highly costly process, since aircrafts are scarce and their readiness is essential for missions, and it requires a scheduling ef-fort between all team members and aircrafts. The availability of tools that allow intensive training without aircraft presence is an asset to the maintenance squadrons. Virtual worlds have simulation and collabora-tion capabilities to implement this process. This paper presents a soft-ware architecture developed for training engine maintenance squadrons for certification, using virtual worlds platforms. This architecture is be-ing tested in cooperation with the Portuguese Air Force and an engine maintenance squadron of F-16 aircrafts

Behavior of hybrid FRP-concrete-steel double-skin tubular columns with a square outer tube and a circular innert tube subjected to axial compression

Hybrid fiber-reinforced polymer (FRP) concrete steel, double skin tubular columns (DSTCs) are a new form of hybrid columns. The most common sectional form of hybrid DSTCs consists of a layer of concrete sandwiched between a circular inner steel tube and a circular outer FRP tube whose fiber directions are close to the hoop detection to provide effective confinement to the concrete. Much recent research has been conducted on circular hybrid DSTCs, which has demonstrated that the combination of the three constituent materials leads to several advantages not available with existing forms of columns. In practical applications, for aesthetic and other reasons, square hybrid DSTCs may be needed. This paper thus extends the existing work on circular hybrid DSTCs to square hybrid DSTCs in which the outer FRP tube is square while the inner steel tube is still circular. Results from a series of axial compression tests are presented and interpreted to examine the compressive behavior of square hybrid DSTCs. In these tests, FRP tubes formed through a wet-layup process were used instead of filament-wound FRP tubes because the latter were not readily available to the authors at the time of the study. The test results show that the concrete in these square hybrid DSTCs is effectively confined by the two tubes, and the behavior of the confined concrete is similar to that of concrete in FRP-confined solid columns. A stress-strain model for concrete in square hybrid DSTCs is also proposed and is shown to provide reasonably accurate predictions of the test results. DOI: 10.1061/(ASCE)CC.1943-5614.0000331. (C) 2013 American Society of Civil Engineers