Lecture recordings to support learning: a contested space between students and teachers

Universities, globally, are increasingly offering students a blended learning approach to support their campus-based education, through use of a wide range of educational technologies, tools and systems. Research has demonstrated that blended learning offers at least equivalent learning outcomes for students, and enhances flexibility, inclusivity, engagement and motivation. Many universities across the world (including Australia, the US, Canada, Singapore, Qatar, and across Europe) have adopted lecture capture as a means to support a blended learning approach, and students have strong positive perceptions about the value of lecture recordings to enhance their learning and support their education. However, research shows that teaching staff are generally less positive about the value of lecture capture, believing it to diminish the value of the live lecture experience, reduce learning, and encourage student absenteeism from lectures. In this study, we used mixed methods and repeated cross-sectional data collection to investigate the use and value of lecture recordings from the perspective of students and teaching staff in a large campus-based university, employing a blended learning approach. Our data show that students make significant use of lecture recordings, throughout the academic session, and place great value on recordings for note-taking, more in-depth understanding or clarification, and assessment preparation. As a result, students have high expectations about the availability and quality of recordings. Teaching staff reported a range of reservations about the value of lecture recordings, including its impact on teaching style, and strong concerns about the negative impact of lecture recordings on students learning and attendance. Our data show that over 80% of students attended recorded lectures, but lectures that weren’t recorded had significantly higher attendance. In conclusion, our research demonstrates a contested space between staff and students in relation to the use and value of lecture recordings, a contested space that will need to be debated and resolved as universities grow their use of blended learning. This study contributes significantly to this global debate by its use of a wide range of additional data sets to delve further and provide a more nuanced view of this space

Look who’s talking: exploring instructors’ contributions to Massive Open Online Courses

© 2019 British Educational Research Association Previous research on xMOOC pedagogy has established that learner interactions in discussion forums play a fundamental role in learning. However, little is known about the extent to which MOOC instructors engage with learner conversations and the impact this has on learner engagement. Adopting a novel design, this study went beyond self-reported methods, and combined transcript analysis and in-depth interviews to examine the dynamics of learner-instructor interactions and to revisit the use of the Community of Inquiry framework (CoI) in MOOC context. The findings revealed that the majority of instructors’ contributions to learner conversations are social, followed by teaching and cognitive contributions. While all contribution types decreased over the duration of the MOOC, the relative importance of each type did not necessarily change. Furthermore, the analysis showed that learners engaged with 42% of instructor contributions by responding to or liking them or both. Considering the application of the CoI to massive and open online learning contexts, this study demonstrates that while the framework can unfold educational transactions in MOOCs, reoperationalisation and reconceptualisation of some indicators along with the introduction of new indicators are essential. The implications of this for theory and practice are discussed

Trail cameras are a key monitoring tool for determining target and non-target bait-take during rodent removal operations: evidence from Desecheo Island rat eradication

Efforts to remove invasive rodents (e.g. Rattus spp. and Mus musculus) from islands often use toxicant-laced baits containing the anticoagulants brodifacoum or diphacinone. Rodenticide baits are generally delivered through aerialor hand-broadcast, or in bait stations. These baits are not rodent-specific and are subject to non-target consumption or secondary exposure (e.g. an individual preying upon another individual that has consumed bait). During rodenticide applications, it is generally unknown which animals are visiting and consuming bait; and to quantify this, we recommend using trail cameras (e.g. Reconyxtm motion-activated infra-red) positioned to monitor individual bait pellets. To demonstrate the importance and effectiveness of using trail cameras during such operations, we report results of target (Rattus rattus, black rat) and non-target (native land crab, lizard, insect) bait-interactions after an aerial-broadcast of (Rattus rattus, black rat) and non-target (native land crab, lizard, insect) bait-interactions after an aerial-broadcast of Brodifacoum-25D Conservation to eradicate rats from Desecheo Island, Puerto Rico. During the first five days following bait application, trail cameras (n = 15) revealed that there were 40 incidences of animals contacting bait pellets: 50% rat, 32% hermit crab, 13% Ameiva lizard, and 5% insect. Trail cameras provide temporal and spatial information regarding the eff ectiveness of rodent removal, and the last rat pictured by trail cameras on Desecheo was six days after bait application began. Trail cameras revealed 30 incidences of animals contacting bait pellets 6–20 days after bait application began: 47% hermit crab, 37% Ameiva lizard, 13% insect, and 3% black crab. Despite viewing ~69,000 images from trail cameras, lizards were never pictured consuming bait on Desecheo; therefore, any brodifacoum exposure to Desecheo lizards likely occurred via secondary pathways (e.g. consumption of contaminated insects). Scaling up, we estimate that \u3e 75% of the total bait distributed on Desecheo was not consumed by rats. Trail cameras help inform the hazards of rodenticide use and can be easily incorporated into rodent removal operations

The Influence of Values on E-learning Adoption

As technology continues to pervade our lives, the influence of culture on technology adoption is of significant interest to researchers. However, culture, as a group-level construct may not give meaningful results when related to individual-level adoption. Although culture has been integrated into technology adoption models, values are the individual-level representation of culture, and are more appropriate to include in technology adoption models. There have been few studies attempting to explore the influence of values on adoption models, and none within the sphere of digital education. The purpose of this exploratory study is to integrate values with technology adoption models and apply the novel conceptual model to the context of digital education. In this study we investigate the influence of individual-level values on the adoption of e-learning by workers in The Gambia and the UK. Using the Unified Theory of the Acceptance and Use of Technology (UTAUT2) as a base model, we integrate values relating to conservation of the status quo and self-enhancement from Schwartz’s Theory of Human Values. Taking this approach, we develop and introduce the Values-Enhanced Technology Adoption (VETA) model. We tested the VETA model on the adoption of e-learning by workers in The Gambia and the UK. Empirical results demonstrated the influence of self-enhancement values in the model via social influence, price value and performance expectancy. The UTAUT2 base model was partially validated in that performance expectancy, price value and habit primarily influenced worker intention to use e-learning. We conclude that VETA will be a useful model to researchers studying technology adoption

Negotiating growth of online education in higher education

Universities are facing growing internal and external pressures to generate income, educate a widening continuum of learners, and make effective use of digital technologies. One response has been growth of online education, catalysed by Massive Open Online Courses, availability of digital devices and technologies, and notions of borderless global education. In growing online education, learning and teaching provision has become increasingly disaggregated, and universities are partnering with a range of private companies to reach new learners, and commercialise educational provision. In this paper, we explore the competing drivers which impact decision making within English universities and their strategies to grow online education provision, through interviews with senior managers, and interrogation of their views through the lens of a range of internal, external and organisational drivers. We show that pressures facing universities may be alleviated by growth of online education provision, but that negotiating an appropriate route to realise this ambition involves attempts to resolve these underlying tensions deriving from competing drivers. We use a modified form of the PEST model to demonstrate the complexities, inter-dependencies and processes associated with these drivers when negotiating delivery of unbundled online education through use of private company services, or in partnership with private companies

Negotiating the "new normal" : university leaders and marketisation

This article explores how leaders, key decision-makers in research-intensive public universities perceive marketisation in the sector in relation to public-private arrangements in teaching and learning provision. The focus is on the nature of relationships between public universities and those private companies engaged in the co-creation, delivery and support of educational provision. It draws on 16 interviews with decision makers – senior leaders and managers in higher education at six research-intensive universities in South Africa and England. Questions raised in this article are: How do senior decision makers perceive the entry of private players into public higher education? What are their experiences of working in partnership with private companies? What effect do they think the relationship is having on the status of the public university? How do they talk about the market actors? We observe that university leaders in both study countries, despite their different positions in the global field of higher education, and the hybrid moral economy around processes of marketisation all use language borrowed from the business sector to justify or reject marketisation. This indicates an unprecedented level of normalisation of this rhetoric in a public sector otherwise sensitive to language use posing serious questions about the nature of public universities in this marketised era

Alzheimer's pathology targets distinct memory networks in the ageing brain

Alzheimer’s disease researchers have been intrigued by the selective regional vulnerability of the brain to amyloid-β plaques and tau neurofibrillary tangles. Post-mortem studies indicate that in ageing and Alzheimer’s disease tau tangles deposit early in the transentorhinal cortex, a region located in the anterior-temporal lobe that is critical for object memory. In contrast, amyloid-β pathology seems to target a posterior-medial network that subserves spatial memory. In the current study, we tested whether anterior-temporal and posterior-medial brain regions are selectively vulnerable to tau and amyloid-β deposition in the progression from ageing to Alzheimer’s disease and whether this is reflected in domain-specific behavioural deficits and neural dysfunction. 11C-PiB PET and 18F-flortaucipir uptake was quantified in a sample of 131 cognitively normal adults (age: 20–93 years; 47 amyloid-β-positive) and 20 amyloid-β-positive patients with mild cognitive impairment or Alzheimer’s disease dementia (65–95 years). Tau burden was relatively higher in anterior-temporal regions in normal ageing and this difference was further pronounced in the presence of amyloid-β and cognitive impairment, indicating exacerbation of ageing-related processes in Alzheimer’s disease. In contrast, amyloid-β deposition dominated in posterior-medial regions. A subsample of 50 cognitively normal older (26 amyloid-β-positive) and 25 young adults performed an object and scene memory task while functional MRI data were acquired. Group comparisons showed that tau-positive (n = 18) compared to tau-negative (n = 32) older adults showed lower mnemonic discrimination of object relative to scene images [t(48) = −3.2, P = 0.002]. In a multiple regression model including regional measures of both pathologies, higher anterior-temporal flortaucipir (tau) was related to relatively worse object performance (P = 0.010, r = −0.376), whereas higher posterior-medial PiB (amyloid-β) was related to worse scene performance (P = 0.037, r = 0.309). The functional MRI data revealed that tau burden (but not amyloid-β) was associated with increased task activation in both systems and a loss of functional specificity, or dedifferentiation, in posterior-medial regions. The loss of functional specificity was related to worse memory. Our study shows a regional dissociation of Alzheimer’s disease pathologies to distinct memory networks. While our data are cross-sectional, they indicate that with ageing, tau deposits mainly in the anterior-temporal system, which results in deficits in mnemonic object discrimination. As Alzheimer’s disease develops, amyloid-β deposits preferentially in posterior-medial regions additionally compromising scene discrimination and anterior-temporal tau deposition worsens further. Finally, our findings propose that the progression of tau pathology is linked to aberrant activation and dedifferentiation of specialized memory networks that is detrimental to memory function

Ranks of twists of elliptic curves and Hilbert's Tenth Problem

In this paper we investigate the 2-Selmer rank in families of quadratic twists of elliptic curves over arbitrary number fields. We give sufficient conditions on an elliptic curve so that it has twists of arbitrary 2-Selmer rank, and we give lower bounds for the number of twists (with bounded conductor) that have a given 2-Selmer rank. As a consequence, under appropriate hypotheses we can find many twists with trivial Mordell-Weil group, and (assuming the Shafarevich-Tate conjecture) many others with infinite cyclic Mordell-Weil group. Using work of Poonen and Shlapentokh, it follows from our results that if the Shafarevich-Tate conjecture holds, then Hilbert's Tenth Problem has a negative answer over the ring of integers of every number field.Comment: Minor changes. To appear in Inventiones mathematica

Strange Attractors in Dissipative Nambu Mechanics : Classical and Quantum Aspects

We extend the framework of Nambu-Hamiltonian Mechanics to include dissipation in $R^{3}$ phase space. We demonstrate that it accommodates the phase space dynamics of low dimensional dissipative systems such as the much studied Lorenz and R\"{o}ssler Strange attractors, as well as the more recent constructions of Chen and Leipnik-Newton. The rotational, volume preserving part of the flow preserves in time a family of two intersecting surfaces, the so called {\em Nambu Hamiltonians}. They foliate the entire phase space and are, in turn, deformed in time by Dissipation which represents their irrotational part of the flow. It is given by the gradient of a scalar function and is responsible for the emergence of the Strange Attractors. Based on our recent work on Quantum Nambu Mechanics, we provide an explicit quantization of the Lorenz attractor through the introduction of Non-commutative phase space coordinates as Hermitian $N \times N$ matrices in $R^{3}$. They satisfy the commutation relations induced by one of the two Nambu Hamiltonians, the second one generating a unique time evolution. Dissipation is incorporated quantum mechanically in a self-consistent way having the correct classical limit without the introduction of external degrees of freedom. Due to its volume phase space contraction it violates the quantum commutation relations. We demonstrate that the Heisenberg-Nambu evolution equations for the Quantum Lorenz system give rise to an attracting ellipsoid in the $3 N^{2}$ dimensional phase space.Comment: 35 pages, 4 figures, LaTe

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and self-perceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full- or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher’s exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education