<i>“We’re Seeking Relevance”</i>: Qualitative Perspectives on the Impact of Learning Analytics on Teaching and Learning

Whilst a significant body of learning analytics research tends to focus on impact from the perspective of usability or improved learning outcomes, this paper proposes an approach based on Affordance Theory to describe awareness and intention as a bridge between usability and impact. 10 educators at 3 European institutions participated in detailed interviews on the affordances they perceive in using learning analytics to support practice in education. Evidence illuminates connections between an educator’s epistemic beliefs about learning and the purpose of education, their perception of threats or resources in delivering a successful learning experience, and the types of data they would consider as evidence in recognising or regulating learning. This evidence can support the learning analytics community in considering the proximity to the student, the role of the educator, and their personal belief structure in developing robust analytics tools that educators may be more likely to use

INTERVENCIÓN EDUCATIVA CON ENFOQUE LÚDICO DE LA EDUCACIÓN PARA LA SALUD: POSIBILIDAD DE DISCUTIR EL HPV

A educação em saúde vem sendo incluída nas escolas, buscando informar, orientar e estimular o autoconhecimento sobre um determinado tema, com o intuito de refletir na melhoria e na qualidade de vida individual e coletiva. Intervenções educativas que preconizam abordagem lúdica com embasamento teórico-científico são mais adequadas, principalmente quando abordam sexualidade e aspectos relacionados à puberdade, pois permite que os estudantes fiquem mais à vontade para questionar, discutir e construir conhecimentos. Nessa perspectiva, este artigo tem como objetivo apresentar os resultados de uma pesquisa qualitativa e quantitativa, constituída pelo bate-papo “Vamos falar sobre o HPV?”, os jogos “Circuito HPV” e “Roleta HPV” e a dinâmica de grupo “Quem vê rosto não vê coração”, realizado com 178 estudantes do 7º ano de escolas da zona rural de Vitória da Conquista-BA, que buscou informar, discutir e estimular o desenvolvimento do conhecimento sobre o Papiloma Vírus Humano (HPV). Foi possível observar que a sequência de atividades lúdicas propostas colaborou com a construção do conhecimento dos discentes sobre o HPV. Ficando evidente que as intervenções educativas quando elaboradas considerando aspectos intrínsecos à comunidade e a interação entre os sujeitos, ressignificam a aprendizagem e colaboram com atitudes de autocuidado, beneficiando a si próprio e ao outro, tornando-se opção metodológica para abordar educação em saúde na escola.Health education has been included in schools in a multidisciplinary way, seeking to inform, guide and encourage self-knowledge on a given topic, with the objective to reflect on improving the quality of individual and collective life. Educational interventions that advocate a playful approach with a theoretical and scientific basis are more applicable, especially when addressing sexuality and aspects related to puberty, as it allows students to be more comfortable to question, discuss and develop methods. From this perspective, this article aims to present results of a qualitative and quantitative research, consisting of the lecture “Let's talk about HPV?”, the games “HPV Circuit” and “HPV roulette” and the group dynamics “Those who see faces don't see hearts”, conducted with 178 students from the 8th grade of schools in the rural area of Vitória da Conquista-BA, which sought to inform, discuss and stimulate the development of knowledge about the Human Papilloma Virus- HPV. It was possible to observe that the sequence of playful activities collaborated with the construction knowledge of students about HPV. It was evident that educational interventions when elaborated considering aspects intrinsic to the community and an interaction between the subject, they redefine learning and collaborate with self-care attitudes, benefiting oneself and the other, becoming a methodological option to address education health at school.La educación para la salud se ha incluido en las escuelas, buscando informar, orientar y fomentar el autoconocimiento sobre un determinado tema, con el objetivo de reflexionar sobre la mejora de la calidad de vida individual y colectiva. Las intervenciones educativas que abogan por un enfoque lúdico con una base teórico-científica son más adecuadas, especialmente cuando abordan la sexualidad y aspectos relacionados con la pubertad, ya que permite que los estudiantes se sientan más cómodos para cuestionar, discutir y construir conocimientos. Desde esta perspectiva, este artículo tiene como objetivo presentar los resultados de una investigación cualitativa y cuantitativa, consistente en el chat “¿Hablemos del VPH?”, Los juegos “Circuito VPH” y “Routette VPH” y la dinámica de grupo “¿Quién ve cara no ver corazón ”, realizado con 178 alumnos de 7º grado de escuelas de la zona rural de Vitória da Conquista-BA, que buscó informar, debatir y fomentar el desarrollo de conocimientos sobre el Virus del Papiloma Humano (VPH). Se pudo observar que la secuencia de actividades lúdicas propuestas colaboró con la construcción del conocimiento de los estudiantes sobre el VPH. Es evidente que cuando las intervenciones educativas se diseñan considerando aspectos intrínsecos de la comunidad y la interacción entre los sujetos, dan un nuevo significado al aprendizaje y colaboran con actitudes de autocuidado, beneficiándose a uno mismo y al otro, convirtiéndose en una opción metodológica para abordar la educación en salud. en la escuela

Temperature Tolerance and Stress Proteins as Mechanisms of Invasive Species Success

Invasive species are predicted to be more successful than natives as temperatures increase with climate change. However, few studies have examined the physiological mechanisms that theoretically underlie this differential success. Because correlative evidence suggests that invasiveness is related to the width of a species' latitudinal range, it has been assumed – but largely untested – that range width predicts breadth of habitat temperatures and physiological thermotolerances. In this study, we use empirical data from a marine community as a case study to address the hypotheses that (1) geographic temperature range attributes are related to temperature tolerance, leading to greater eurythermality in invasive species, and (2) stress protein expression is a subcellular mechanism that could contribute to differences in thermotolerance. We examined three native and six invasive species common in the subtidal epibenthic communities of California, USA. We assessed thermotolerance by exposing individuals to temperatures between 14°C and 31°C and determining the temperature lethal to 50% of individuals (LT50) after a 24 hour exposure. We found a strong positive relationship between the LT50 and both maximum habitat temperatures and the breadth of temperatures experience across the species' ranges. In addition, of the species in our study, invasives tended to inhabit broader habitat temperature ranges and higher maximum temperatures. Stress protein expression may contribute to these differences: the more thermotolerant, invasive species Diplosoma listerianum expressed higher levels of a 70-kDa heat-shock protein than the less thermotolerant, native Distaplia occidentalis for which levels declined sharply above the LT50. Our data highlight differences between native and invasive species with respect to organismal and cellular temperature tolerances. Future studies should address, across a broader phylogenetic and ecosystem scope, whether this physiological mechanism has facilitated the current success of invasive species and could lead to greater success of invasives than native species as global warming continues

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Könings, K. D., Brand-Gruwel, S., & Van Merriënboer, J. J. G. (2011). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science, 39(5), 737–762.Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necesarry for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed