Trayectorias: a new model for online task-based learning

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task

Cosmopolitan speakers and their cultural cartographies

Language learners' increased mobility and the ubiquity of virtual intercultural encounters has challenged traditional ideas of ‘cultures’. Moreover, representations of cultures as consumable life-choices has meant that learners are no longer locked into standard and static cultural identities. Language learners are better defined as cosmopolitan individuals with subjective and complex socio-political and historical identities. Such models push the boundaries of current concepts in language pedagogy to new understandings of who the language learner is and a refashioning of the cultural maps they inhabit. This article presents a model for cultural understanding that draws on the theoretical framework of Beck's Cosmopolitan Vision and its related concepts of ‘Banal Cosmopolitanism’ and ‘Cosmopolitan Empathy’. Narrative accounts are used to illustrate the experience of a group of students of Arabic and Serbian/Croatian and their use of the cultural resources at their disposal to construct their own subjective cosmopolitan life-worlds. Through the analysis of learners' everyday cultural practices inside and outside the educational environment, the scope of the intercultural experience is revisited and a new paradigm for the language learner is presented. The Cosmopolitan Speaker (CS) described in this article is a subject who adopts a flâneur-like disposition to reflect on and scrutinise the target culture. Armed with this highly personal interpretation of reality, CSs will be able to take part in their own cultural trajectories and imagine and ‘figure’ their own cartography of the world

An Attempt to Probe the Radio Jet Collimation Regions in NGC 4278, NGC 4374 (M84), and NGC 6166

NRAO Very Long Baseline Array (VLBA) observations of NGC 4278, NGC 4374 (M84), NGC 6166, and M87 (NGC 4486) have been made at 43 GHz in an effort to image the jet collimation region. This is the first attempt to image the first three sources at 43 GHz using Very Long Baseline Interferometry (VLBI) techniques. These three sources were chosen because their estimated black hole mass and distance implied a Schwarzschild radius with large angular size, giving hope that the jet collimation regions could be studied. Phase referencing was utilize for the three sources because of their expected low flux densities. M87 was chosen as the calibrator for NGC 4374 because it satisfied the phase referencing requirements: nearby to the source and sufficiently strong. Having observed M87 for a long integration time, we have detected its sub-parsec jet, allowing us to confirm previous high resolution observations made by Junor, Biretta & Livio, who have indicated that a wide opening angle was seen near the base of the jet. Phase referencing successfully improved our image sensitivity, yielding detections and providing accurate positions for NGC 4278, NGC 4374 and NGC 6166. These sources are point dominated, but show suggestions of extended structure in the direction of the large-scale jets. However, higher sensitivity will be required to study their sub-parsec jet structure

Absolute kinematics of radio source components in the complete S5 polar cap sample. III. First wide-field high-precision astrometry at 15.4 GHz

We report on the first wide-field, high-precision astrometric analysis of the 13 extragalactic radio sources of the complete S5 polar cap sample at 15.4 GHz. We describe new algorithms developed to enable the use of differenced phase delays in wide-field astrometric observations and discuss the impact of using differenced phase delays on the precision of the wide-field astrometric analysis. From this global fit, we obtained estimates of the relative source positions with precisions ranging from 14 to 200 $\mu$as at 15.4 GHz, depending on the angular separation of the sources (from $\sim$1.6 to $\sim$20.8 degrees). These precisions are $\sim$10 times higher than the achievable precisions using the phase-reference mapping technique.Comment: 9 pages, 7 figure

Differential Astrometry over 15 degrees

We observed the pair of radio sources 1150+812 and 1803+784 in November 1993 with a VLBI array, simultaneously recording at 8.4 and 2.3 GHz. We determined the angular separation between the two sources with submilliarcsecond accuracy by using differential techniques. This result demonstrates the feasibility of high precision differential astrometry for radio sources separated in the sky by almost 15 degrees, and opens the avenue to its application to larger samples of radio sources.Comment: 6 pages, latex2e, 2 figures, To appear in the proceedings of the EVN/JIVE Symposium No. 4, New Astronomy Reviews (eds. Garret, M. Campbell, R., and Gurvits, L.

The teacher of physical education in primary textbooks

El objetivo del presente estudio es analizar cómo se representa a la maestra de educación física en los libros de texto de esta área, en la etapa de Educación Primaria. Se realiza un estudio cuantitativo que muestra un número elevado de maestras con respecto al maestro de educación física, principalmente en el primer ciclo de Primaria y otro cualitativo, a través del análisis de contenido, identificando un tratamiento estereotipado en cuanto a las características físicas de la docente, al representar a una maestra eminentemente joven, de raza blanca, delgada, con ropa deportiva y sin discapacidad. Pero a la vez, aparece un tratamiento más abierto y participativo en cuanto al rol representado, ya que la maestra de educación física aparece en la zona periférica de la imagen, con actitud activa, en un espacio no necesariamente deportivo, sin complementos docentes, que imparte contenidos relacionados con la gestión del grupo-clase y los juegosThe objective of the present study is to analyse how the physical education teacher is represented in the textbooks of this area, in the Primary Education stage. A quantitative study is carried out showing a high number of teachers with respect to the physical education teacher, mainly in the first cycle of Primary Education and a qualitative one, through content analysis, identifying a stereotyped treatment of the physical characteristics of the teacher, by representing a teacher eminently young, white, thin, wearing sports clothes and without disabilities. But at the same time, a more open and participative treatment appears in relation to the role represented, since the physical education teacher appears in the peripheral area of the image, with an active attitude, in a space not necessarily sports, without teaching complements, that Imparts content related to group-class management and game