The OER FLOW and social media

This presentation introduces some strategies for producing, sharing and reusing OER through the OER Flow and social media. The aim of this investigation is to identify how colearners can apply the OER Flow and social media to make the production and adaptation processes of OER more explicit for anyone in the community to contribute. This work analyses, therefore, the interactions of “COLEARN” – an open community of research in collaborative learning technologies – who created and remixed diverse open media components for producing an open book about OER using the OER flow and Social Media. The outcomes show that educators and colearners can move from a passive position to a more active and informed network role when they are able to co-authoring OER

Food vs. Wood: Dynamic Choices for Kenyan Smallholders

agroforestry, eucalyptus, food security, Kenya, linear programming, smallholder agriculture, whole farm model, Crop Production/Industries, International Development, Production Economics, Resource /Energy Economics and Policy, O13, Q12,

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work

Generalization and evaluation of the process-based forest ecosystem model PnET-CN for other biomes

Terrestrial ecosystems play an important role in carbon, water, and nitrogen cycling. Process-based ecosystem models, including PnET-CN, have been widely used to simulate ecosystem processes during the last two decades. PnET-CN is a forest ecosystem model, originally designed to predict ecosystem carbon, water, and nitrogen dynamics of temperate forests under a variety of circumstances. Among terrestrial ecosystem models, PnET-CN offers unique benefits, including simplicity and transparency of its structure, reliance on data-driven parameterization rather than calibration, and use of generalizeable relationships that provide explicit linkages among carbon, water and nitrogen cycles. The objective of our study was to apply PnET-CN to non-forest biomes: grasslands, shrublands, and savannas. We determined parameter values for grasslands and shrublands using the literature and ecophysiological databases. To assess the usefulness of PnET-CN in these ecosystems, we simulated carbon and water fluxes for six AmeriFlux sites: two grassland sites (Konza Prairie and Fermi Prairie), two open shrubland sites (Heritage Land Conservancy Pinyon Juniper Woodland and Sevilleta Desert Shrubland), and two woody savanna sites (Freeman Ranch and Tonzi Ranch). Grasslands and shrublands were simulated using the biome-specific parameters, and savannas were simulated as mixtures of grasslands and forests. For each site, we used flux observations to evaluate modeled carbon and water fluxes: gross primary productivity (GPP), ecosystem respiration (ER), net ecosystem productivity (NEP), evapotranspiration (ET), and water yield. We also evaluated simulated water use efficiency (WUE). PnET-CN generally captured the magnitude, seasonality, and interannual variability of carbon and water fluxes as well as WUE for grasslands, shrublands, and savannas. Overall, our results show that PnET-CN is a promising tool for modeling ecosystem carbon and water fluxes for non-forest biomes (grasslands, shrublands, and savannas), and especially for modeling GPP in mature biomes. Limitations in model performance included an overestimation of seasonal variability in GPP and ET for the two shrubland sites and overestimation of early season ER for the two shrubland sites and Freeman Ranch. Future modifications of PnET-CN for non-forest biomes should focus on belowground processes, including water storage in dry shrubland soils, root growth and respiration in grasslands, and soil carbon fluxes for all biomes

The relationship between adverse childhood experiences (ACES) and substance use: A review of the literature

Adverse childhood experiences (ACEs) are potentially traumatic events that happen in a child’s life. These experiences can cause multiple negative outcomes for the child even into their adult life. In the United States, roughly one in ten children have experienced three or more ACEs, and nearly half of all children in the United States have experienced at least one ACE. These problems can be physical, mental, personal and social. Of these outcomes, the individual could develop alcoholism or addiction to substances. Substance abuse is the overindulgence or dependence on substances that are addictive, mainly drugs or alcohol. The relevance substance abuse has to ACEs is that a child is more likely to abuse substances if they have even one of these experiences (Dube et al., 2002). They are even more likely to develop substance abuse if their parents abused substances. This extended literature review will explain the correlation between ACEs and substance abuse. In doing so, there will be a better understanding of how many people in the United States have at least one of these experiences, how they can affect the individual and how to heal after the experience. Social workers can be an important part of both prevention and/or care for those who are suffering from ACEs

Combining knowledge mapping and videoconferencing for open sensemaking communities

The Open Educational Resources (OER) movement has been growing rapidly, opening up new opportunities for widening participation (Willinsky, 2006). OpenLearn is an OER pilot project developed by the UK Open University (OU) [http://www.open.ac.uk/openlearn], and launched in October 2006, supported by the William and Flora Hewlett Foundation. OpenLearn has published 3371 hours in the LearningSPace and 5194 in the LabSpace of OERs designed specifically for distance learning (the OU’s core business), and covers a range of subjects from arts and history to science and nature. There are more than 300 units at all study levels from access to higher education, graduation and postgraduation. Our current work is to investigate how these tools can be used to foster open sensemaking communities (Buckingham Shum, 2005) around the OERs, that is, the interpretative work that must take place around any resource for learning to take place. How can we support this critical activity in an OER context when learners must find and engage with peers themselves, if they do not wish to study alone? This paper introduces the e-learning environment that has been developed after the first year of OpenLearn, focusing on the uses made of two sensemaking support tools, Compendium for knowledge mapping, and FlashMeeting for videoconferencing

Fostering Open Sensemaking Communities by Combining Knowledge Maps and Videoconferencing

In this paper, our aim is to investigate the role of Compendium maps for both learners and educators to share and debate interpretations in FlashMeetingTM (FM) videoconferences in the context of OpenLearn, an online environment for open learning. This work is based on a qualitative study of knowledge maps and web videoconferencing interactions, and quantitative data presented in diagnostic reports about both tools. Our theoretical approach is based on the sensemaking concept and an existing framework for three learning scenarios. Our findings describe four applications of knowledge maps in videoconferencing: (i) Mind Maps for a FM virtual lecture (transmission scenario); (ii) Learning Path Map which integrates a FM conference (studio scenario); (iii) Concept Maps during a peer-to-peer event (negotiation scenario) and (iv) Web Maps for a FM replay (assessment scenario)

Pulsation Period Change & Classical Cepheids: Probing the Details of Stellar Evolution

Measurements of secular period change probe real-time stellar evolution of classical Cepheids making these measurements powerful constraints for stellar evolution models, especially when coupled with interferometric measurements. In this work, we present stellar evolution models and measured rates of period change for two Galactic Cepheids: Polaris and l Carinae, both important Cepheids for anchoring the Cepheid Leavitt law (period-luminosity relation). The combination of previously-measured parallaxes, interferometric angular diameters and rates of period change allows for predictions of Cepheid mass loss and stellar mass. Using the stellar evolution models, We find that l Car has a mass of about 9 $M_\odot$ consistent with stellar pulsation models, but is not undergoing enhanced stellar mass loss. Conversely, the rate of period change for Polaris requires including enhanced mass-loss rates. We discuss what these different results imply for Cepheid evolution and the mass-loss mechanism on the Cepheid instability strip.Comment: 2 pages, 1 figure, Poster presented at IAU307: New windows on massive stars: asteroseismology, interferometry, and spectropolarimetry, Editors: G. Meynet, C. Georgy, J.H. Groh & Ph. Ste

Evidence for regulatory diversity and auto-regulation at the TAC1 locus in sensory neurones

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