The Self Organised Learning Environment (SOLE) School Support Pack.

This document is designed to support the implementation of Sugata Mitra’s Self Organised Learning Environment (SOLE) into multiple school contexts. It contains ‘whole school’ related information for Head Teachers and senior staff in addition to teaching and learning support for teachers and support staff. A kindle version of Sugata Mitra's "Beyond the Hole in the Wall: Discover the Power of Self-Organized Learning" is available here http://goo.gl/iaL4B

Curriculum deregulation in England and Scotland - Different directions of travel?

This chapter explores the balance in curricular policy between input regulation (for example prescription of content) and output regulation (for example accountability mechanisms). The chapter draws upon two case studies, England and Scotland, which have adopted diverging approaches to curriculum regulation, identifying the current balance in each country between input and output regulation. Drawing upon an ecological understanding of teacher agency, we conclude the chapter with an analysis of the extent to which England and Scotland are centralised or decentralised systems, and the relative freedom of teachers in each case to engage in school-based curriculum development

Inland extent of the Weddell Sea Rift imaged by new aerogeophysical data

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Growth and mass wasting of volcanic centers in the northern South Sandwich arc, South Atlantic, revealed by new multibeam mapping

New multibeam (swath) bathymetric sonar data acquired using an EM120 system on the RRS James Clark Ross, supplemented by sub-bottom profiling, reveals the underwater morphology of a not, vert, similar 12,000 km2 area in the northern part of the mainly submarine South Sandwich volcanic arc. The new data extend between 55° 45′S and 57° 20′S and include Protector Shoal and the areas around Zavodovski, Visokoi and the Candlemas islands groups. Each of these areas is a discrete volcanic center. The entirely submarine Protector Shoal area, close to the northern limit of the arc, forms a 55 km long east–west-trending seamount chain that is at least partly of silicic composition. The seamounts are comparable to small subaerial stratovolcanoes in size, with volumes up to 83 km3, indicating that they are the product of multiple eruptions over extended periods. Zavodovski, Visokoi and the Candlemas island group are the summits of three 3–3.5 km high volcanic edifices. The bathymetric data show evidence for relationships between constructional volcanic features, including migrating volcanic centers, structurally controlled constructional ridges, satellite lava flows and domes, and mass wasting of the edifices. Mass wasting takes place mainly by strong erosion at sea level, and dispersal of this material along chutes, probably as turbidity currents and other mass flows that deposit in extensive sediment wave fields. Large scale mass wasting structures include movement of unconsolidated debris in slides, slumps and debris avalanches. Volcanism is migrating westward relative to the underlying plate and major volcanoes are asymmetrical, being steep with abundant recent volcanism on their western flanks, and gently sloping with extinct, eroded volcanic sequences to their east. This is consistent with the calculated rate of subduction erosion of the fore-arc

Self-Organised Learning Environments (SOLEs) in an English School: an example of transformative pedagogy?

Self-Organised Learning Environments (SOLEs) are models of learning in which students self-organise in groups and learn using a computer connected to the internet with minimal teacher support. The original ‘hole in the wall’ experiments in India are now applied to classrooms around the world. The idea of SOLEs is a social innovation that is inspiring educators (in schooling and also business contexts) everywhere, as demonstrated by Mitra’s award of the 2013 TED prize. However, when SOLEs are located in classrooms, a number of questions arise. Are SOLEs easily adapted for the classroom context? Is the impact on learning as transformative as suggested by the original ideas? This paper considers in detail the application over two years by one teacher, using SOLEs in a Year 4 classroom in an urban North East England primary school, in partnership with university researchers Dolan, Mitra and Leat. Issues of innovation and transformation are discussed, informed by the ideas of Bernstein, Engestrom, and Giroux. The SOLE concept, although flexible, has the potential to offer a divergent, radical transformative pedagogy. This sits somewhat uncomfortably alongside more convergent approaches which position the learner as subservient to the curriculum, with the task of merely mastering subject matter prescribed by the teacher. However, what is notable from this analysis is that transformative pedagogy seems to be positioned alongside, rather than in conflict with, the dominant educational framework

Classroom Technology Deployment Matrix: A Planning, Monitoring, Evaluating and Reporting Tool

We present the Classroom Technology Deployment Matrix (CTDM), a tool for high-level Planning, Monitoring, Evaluating and Reporting of classroom deployments of educational technologies, enabling researchers, teachers and schools to work together for successful deployments. The tool is de-rived from a review of literature on technology adaptation (at the individual, process and organisation level), concluding that Normalization Process Theory, which seeks to explain the social processes that lead to the routine embedding of innovative technology in an existing system, would a suitable foundation for developing this matrix. This can be leveraged in the specific context of the classroom, specifically including the Normal Desired State of teachers. We explore this classroom context, and the developed CTDM, through look-ing at two separate deployments (different schools and teachers) of the same technology (Collocated Collaborative Writing), observing how lessons learned from the first changed our approach to the second. The descriptive and an-alytical value of the tool is then demonstrated through map-ping these observation to the matrix and can be applied to future deployments

Causes of unrest at silicic calderas in the East African Rift: new constraints from InSAR and soil-gas chemistry at Aluto volcano, Ethiopia

This work is a contribution to the Natural Environment Research Council (NERC) funded RiftVolc project (NE/L013932/1, Rift volcanism: past, present, and future). W.H., J.B., T.A.M., and D.M.P. are supported by and contribute to the NERC Centre for the Observation and Modelling of Earthquakes, Volcanoes, and Tectonics (COMET). Envisat data were provided by ESA. ALOS data were provided through ESA third party mission. W.H. funded by NERC studentship, NE/J5000045/1. Additional funding for fieldwork was provided by University College (University of Oxford), the Geological Remote Sensing Group, the Edinburgh Geological Society, and the Leverhulme Trust. Analytical work at the University of New Mexico was supported by the Volcanic and Geothermal Volatiles Lab at the Center for Stable Isotopes and an NSF grant EAR-1113066 to T.P.F.Restless silicic calderas present major geological hazards, and yet many also host significant untapped geothermal resources. In East Africa this poses a major challenge, although the calderas are largely unmonitored their geothermal resources could provide substantial economic benefits to the region. Understanding what causes unrest at these volcanoes is vital for weighing up the opportunities against the potential risks. Here we bring together new field and remote sensing observations to evaluate causes of ground deformation at Aluto, a restless silicic volcano located in the Main Ethiopian Rift (MER). Interferometric Synthetic Aperture Radar (InSAR) data reveal the temporal and spatial characteristics of a ground deformation episode that took place between 2008 and 2010. Deformation time-series reveal pulses of accelerating uplift that transition to gradual long-term subsidence, and analytical models support inflation source depths of ∼5 km. Gases escaping along the major fault zone of Aluto show high CO2 flux, and a clear magmatic carbon signature (CO2–δ13C of −4.2 to −4.5 ‰). This provides compelling evidence that the magmatic and hydrothermal reservoirs of the complex are physically connected. We suggest that a coupled magmatic-hydrothermal system can explain the uplift-subsidence signals. We hypothesize that magmatic fluid injection and/or intrusion in the cap of the magmatic reservoir drives edifice wide inflation while subsequent deflation is related to magmatic degassing and depressurization of the hydrothermal system. These new constraints on the plumbing of Aluto yield important insights into the behaviour of rift volcanic systems and will be crucial for interpreting future patterns of unrest.Publisher PDFPeer reviewe