Scenario-based evaluation of an ethical framework for the use of digital media in learning and teaching

nterest in educational podcasting, audio feedback and media-enhanced learning, in its various forms, has grown due to the increased access academic staff and students have to new technologies. The benefits have been widely reported in the educational development and disciplinary literature on learning technology, mobile learning, digital age learning, and assessment and feedback. However, such literature focuses more on what can be done, rather than if it should be done. Hargreaves (2008) signals the need to balance ethical risk in the creative curriculum with actions that maximise beneficence, especially within the context of a sector that espouses to develop critical skills in learners. In a world of constantly developing technology, it is not always easy to appraise the implications of a pedagogic innovation. As practitioners concerned with academic development, our aim is to facilitate academics to reflect on their practice from a variety of perspectives, and we felt that an easy–to-use ethical framework could assist academics to identify potential ethical problems. The Media-Enhanced Learning Special Interest Group (MELSIG) is a UK network of academics, developers and learning technologists. They identified the need to consider the ethical risk associated with using digital media in response to examples described in recent literature, and ideas generated by its community. It was as a result of discussions at MELSIG that this collaborative work began. The three members of MELSIG were joined by a colleague with an interest in ethics but who was relatively inexperienced with new technologies. When this work began we looked primarily at digital media, but it is considered that such a framework can be used to appraise the use of other new technologies in learning and teaching. This paper will begin by giving a brief explanation of ethics, as a discipline, and the approach to ethics which underpins this framework. We will then discuss the results from a scenario-based evaluation of the framework, undertaken by the four authors. Following this evaluation, the framework is now being evaluated by a wider community of practitioners, on real examples, and continues to develop as it is exposed to wider use. However, it is considered that the initial scenario-based evaluation raised some interim findings that will be of interest to a wider audience

Refugees and asylum seekers: the social work role

[About the book]: Social work practice in the twenty-first century is continually changing. Contemporary practitioners work in complex areas and have to do so quickly and competently. This text helps qualified social workers, as well as those about to qualify, to build on their initial studies in order to develop professionally. The volume considers not just what you need to know to practice, but how you develop in criticality and capability – in particular, how you can respond effectively in times of uncertainty and change to become more effective. It examines new roles, identities and contexts, including some international perspectives and the impact of globalisation. Each chapter discusses the contexts of practice (such as law, policies and theories); the contributions made both by those who practice social work and those who use its services; and the capabilities and skills that social workers need to develop in order to deal with complexity in social work. Making use of The Open University’s expertise in providing cutting edge but accessible course materials and its distinct approach to social work practice, this textbook includes underpinning knowledge, practical applications and critical reflexivity. It includes questions for further reflection and application , plentiful examples and suggestions for further reading. Aimed at the newly qualified practitioner and the developing professional, Professional Development in Social Work is written by a team of authors with extensive practice and teaching experience. It will be particularly useful to students undertaking post-qualifying training or in the final year of their qualifying studies

Scenario-based evaluation of an ethical framework for the use of digital medial in learning and teaching

This article is not available through ChesterRep. It is available at http://www.beds.ac.uk/__data/assets/pdf_file/0003/184701/Scenario.pdfThis article discusses the need to consider the ethical risk with using digital media

Effects of soil structure destruction on methane production and carbon partitioning between methanogenic pathways in tropical rain forest soils

[1] Controls on methanogenesis are often determined from laboratory incubations of soils converted to slurries. Destruction of soil structure during slurry conversion may disrupt syntrophic associations, kill methanogens, and/or alter the microsite distribution of methanogenic activity, suppressing CH4 production. The effects of slurry conversion on methanogenesis were investigated to determine if disruption of aggregate structure impacted methanogenesis, substrate utilization, and C partitioning between methanogenic pathways. Soils were collected from the tropical rain forest life zone of the Luquillo Experimental Forest, Puerto Rico, and exposed to different physical disturbances, including flooding and physical homogenization. Slurry conversion negatively impacted methanogenesis. Rates of CH4 production declined by a factor of 17 after well-aggregated soils were converted to slurries. Significantly more C-13-acetate was recovered in CO2 compared to CH4 after slurry conversion, suggesting that methanogens consumed less acetate after slurry conversion and may have competed less effectively with other anaerobes for acetate. Isotopic data indicate that the relative partitioning of C between aceticlastic and hydrogenotrophic pathways was unchanged after slurry conversion. These data suggest that experiments which destroy soil structure may significantly underestimate methanogenesis and overestimate the potential for other microorganisms to compete with methanogens for organic substrates. Current knowledge of the factors that regulate methanogenesis in soil may be biased by the findings of slurry-based experiments, that do not accurately represent the complex, spatially heterogeneous conditions found in well-aggregated soils