Digital libraries and information literacy issues within virtual learning environments : an e-learning impasse?

The DIDET digital library and VLE approach places much of the responsibility for managing the digital library work flow into the hands of students, as well as academics and librarians. Student responsibilities include the application of metadata, as well as conventional information literacy competencies such as ascertaining information resource provenance, investigating intellectual property rights and/or digital rights management implications, before depositing digital resources within the library. This has obviously laid bare numerous research issues relating to future digital library and VLE design, student information literacy, the use of ICT in education and design, and related pedagogical issues, all of which are worthy of further investigation within the UK HE community and will be elucidated in this paper. More importantly, this paper will argue that such a model signifies a definite impasse in the evolution of e-learning models and questions the degree to which current information literacy models are effective in specific e-learning contexts. The paper will conclude by further recognising that greater student information literacy skills are necessary to unlock the potential of such radical approaches to e-learning and digital library creation

Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations

LLiDA set out to: review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies review current responses to these challenges from the further and higher education sectors, in terms of: a) the kinds of capabilities valued, taught for and assessed (especially as revealed through competence frameworks); b) the ways in which capabilities are supported ('provision') c) the value placed on staff and student 'literacies of the digital' collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice offer conclusions and recommendations, in terms of the same issues reviewed in

Fluid learning: vision for lifelong learning in 2030

This paper provides a vision of what we term ‘fluid learning’ through which autonomous learners make choices about their own learning. This vision is critical because it equips European citizens to live in a global context where knowledge and work is changing so rapidly that people have to learn continually. Fluid learning is suited to a world that has seen a radical change in cultural perceptions of learner agency and learner-teacher roles, associated with changes in technology. After completing compulsory education, the focus of each learner moves from learning pre-defined knowledge to filling gaps between areas of knowledge, integrating different areas of expertise, as well as learning new knowledge. People do not turn automatically to formal institutions for large blocks of learning. Instead they consider it natural to make use of open learning resources and open courses, making their own decisions about what to learn, when and how. Learners naturally employ open learning practices, creating new knowledge for future learners to benefit from. They expect to contribute to the learning of others as well as learning themselves, viewing themselves as the experts in their own situation. In some cases they may elect to take a short formal course, but this is always for a specific reason rather than as a cultural norm. Rather than managing multiple identities in the different groups/communities to which they belong, they see their unique identity as a unifying factor that integrates their activities in various groups, including work and leisure groups that they move easily between. In doing so they accrue new knowledge, integrating it with their current understanding, such that their expertise changes dynamically to match their current needs. The vision requires significant cultural change in European society by 2030

Beyond competence: digital literacies as knowledge practices, and implications for learner development

Our interest in studying digital literacies arises from what we perceive as a failure to develop students' capacities to learn deeply in a technology-rich environment. The trends towards networked communities and digital citizenship, as well as workplace changes including distributed/collaborative work patterns and an (arguably) higher value being placed on 'knowledge' work, all make digital capabilities central to what higher education can offer. While we see efforts being made to support learners’ ICT skills – or at least bring these up to a minimum standard of competence – these are rarely integrated with the development of other capabilities critical to higher learning. E-learning is often celebrated for its potential to extend participation. As we are increasingly saturated in opportunities for acquiring knowledge (Downes 2005, Walton et al. 2007, Anderson 2008), informal networked learning has achieved a new prominence in educational discourse, to the extent that it has almost become the measure by which formal learning is judged. In practice, however, we see digital opportunities being disproportionately taken up, and benefited from, by those with existing educational capital (see for example NIACE 2008). Too often, also, e-learning is used as a shorthand for the management of learning by digital means, rather than the exploration of disciplinary knowledge and knowledge practices in a new digital context. A more competence-based curriculum is becoming the norm, a development which has arguably been accelerated by the standardisation of qualifications in a global (digital) learning market. And yet, we see evidence that effective learners in digital – as in other – contexts have not been motivated by competence-based approaches to learning. We are excited by the current theoretical interest in digital literacies, and yet our motivation remains a pragmatic one: to investigate how learners are developing literacies for learning and meeting their learning goals, at a time when valued knowledge is predominantly communicated in digital forms. We continue to be involved in translating relevant research into effective interventions at curriculum and institutional levels

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

Overview of JISC assessment activities

Overview of JISC assessment activitie

Effects of Exposure to Community Violence and Family Violence on School Functioning Problems among Urban Youth: The Potential Mediating Role of Posttraumatic Stress Symptoms

Adolescents who are exposed to violence during childhood are at an increased risk for developing posttraumatic stress (PTS) symptoms. The literature suggests that violence exposure might also have negative effects on school functioning, and that PTS might serve as a potential mediator in this association. The purpose of the current study was to replicate and extend prior research by examining PTS symptoms as a mediator of the relationship between two types of violence exposure and school functioning problems among ado- lescent youth from an urban setting. Participants included a sample of 121 junior high and high school students (M = 15 years; range = 13–16 years; 60 males, 61 females) within high-crime neighborhoods. Consistent with our hypotheses, community violence and fam- ily violence were associated with PTS symptoms and school functioning problems. Our data suggest that community and family violence were indirectly related to school func- tioning problems through PTS symptoms. Findings from this study demonstrate that PTS symptoms potentially mediate the relationship between violence exposure and school functioning problems across two settings (community and home). Future research should further examine protective factors that can prevent youth violence exposure as well as negative outcomes related to violence

Learning to become an online editor: the editathon as a learning environment

This study explores Wikipedia as a site for learning. It traces how people learn to become Wikipedia editors through engagement in an editathon, a training event for people who want to become a volunteer editor. The study is original in its emphasis on the various types of knowledge editors acquire as they develop expertise. Determining the knowledge needed to contribute to Wikipedia is significant in terms of understanding Wikipedia as a site for learning. Data was gathered from nine participants who took part in an “editathon” event. The study used a rigorous methodology, combining quantitative social network analysis, documenting the online activity of participants as they created and edited Wikipedia pages, with qualitative interviews about participants’ lived experiences during the editathon. Conceptual and procedural knowledge are representative of the foundational knowledge needed to contribute to Wikipedia actively as an editor. However, these knowledge types on their own are not sufficient. Editors also develop socio-cultural and relational forms of knowledge to enable them to operate and problem-solve effectively. The relationship between the physical and the digital is important, since socio-cultural and relational knowledge are developed through active experimentation as the editathon engage with physical objects to create the online wiki pages

Learning to become an online editor: the editathon as a learning environment

This study explores Wikipedia as a site for learning. In particular it traces how people learn to become Wikipedia editors through engagement in an editathon, a training event for people who want to become a volunteer editor. The study is original in its emphasis on the various types of knowledge editors acquire as they develop expertise. Determining the knowledge needed to contribute to Wikipedia is significant in terms of understanding Wikipedia as a site for learning. Data was gathered from nine participants who took part in an ‘editathon’ event on the theme of the Edinburgh Seven. The study used a rigorous methodology, combining quantitative social network analysis, documenting the online activity of participants as they created and edited Wikipedia pages, with qualitative interviews, which recorded participants reflections on their participation in the editathon. A key finding is that conceptual and procedural knowledge are representative of the foundational knowledge needed to contribute to Wikipedia actively as an editor. However, this knowledge on its own is not sufficient. Editors also develop socio-cultural and relational knowledge forms of knowledge to enable them to operate and problem-solve effectively. The relationship between the physical and the digital is important, since socio-cultural and relational knowledge are developed through active experimentation as the editathon engage with physical objects to create the online wiki pages

Spallation reactions. A successful interplay between modeling and applications

The spallation reactions are a type of nuclear reaction which occur in space by interaction of the cosmic rays with interstellar bodies. The first spallation reactions induced with an accelerator took place in 1947 at the Berkeley cyclotron (University of California) with 200 MeV deuterons and 400 MeV alpha beams. They highlighted the multiple emission of neutrons and charged particles and the production of a large number of residual nuclei far different from the target nuclei. The same year R. Serber describes the reaction in two steps: a first and fast one with high-energy particle emission leading to an excited remnant nucleus, and a second one, much slower, the de-excitation of the remnant. In 2010 IAEA organized a worskhop to present the results of the most widely used spallation codes within a benchmark of spallation models. If one of the goals was to understand the deficiencies, if any, in each code, one remarkable outcome points out the overall high-quality level of some models and so the great improvements achieved since Serber. Particle transport codes can then rely on such spallation models to treat the reactions between a light particle and an atomic nucleus with energies spanning from few tens of MeV up to some GeV. An overview of the spallation reactions modeling is presented in order to point out the incomparable contribution of models based on basic physics to numerous applications where such reactions occur. Validations or benchmarks, which are necessary steps in the improvement process, are also addressed, as well as the potential future domains of development. Spallation reactions modeling is a representative case of continuous studies aiming at understanding a reaction mechanism and which end up in a powerful tool.Comment: 59 pages, 54 figures, Revie