bluuebunny/crossref_metadata_2025 huggingface dataset:
A first record of Amblyomma dissimile (Acari: Ixodidae) parasitizing the lizard Ameiva ameiva (Teiidae) in Brazil
Authors: Lopes Suzana Gomes , Andrade Gilda Vasconcellos de , Costa-Júnior Lívio Martins
Published: January 2012

A non-engorged adult female Amblyomma dissimile and two Amblyomma sp. larvae were found parasitizing the lizard Ameiva ameiva in the municipality of Chapadinha, State of Maranhão. This is the first record in the state of Maranhão and fills a gap in the distribution of A. dissimile in Brazil. The lizard A. ameiva represents a new host for A. dissimile, and also the first record of this tick species infesting lizards of the family Teiidae in Brazil.
Selective control of Rhipicephalus (Boophilus) microplus in fipronil-treated cattle raised on natural pastures in Lages, State of Santa Catarina, Brazil
Authors: Paim Fernanda , Souza Antonio Pereira de , Bellato Valdomiro , Sartor Amélia Aparecida
Published: January 2012

An examination of a selective control of Rhipicephalus (Boophilus) microplus and consequent cost reduction was carried out in two areas of native pasture in the municipality of Lages, State of Santa Catarina, Southern Brazil, from May 2007 to April 2009. Forty cattle were divided into two groups of 20 animals each (conventional and selective control groups). At 14-day intervals female ticks larger than 4.5 mm found on the right flank of cattle bodies were counted, and these results multiplied by two. Fipronil 1 mg.kg-1 pour on was then administered for tick control. In the conventional group all the cattle were treated when tick count averaged more than 40 female ticks per animal while in the selective group only animals parasitized by more than 40 ticks were treated with acaricide. Every 28 days the cattle's weight was checked for cost-effective analysis. The conventional group required an additional 20 doses of fipronil compared with the selective one. There was no statistically significant differences regarding weight gain in both groups.
Histopathology of gills of Piaractus mesopotamicus (Holmberg, 1887) and Prochilodus lineatus (Valenciennes, 1836) infested by monogenean and myxosporea, caugth in Aquidauana River, State of Mato Grosso do Sul, Brazil
Authors: Campos Cristiane Meldau de , Moraes Julieta Rondini Engrácia de , Moraes Flávio Ruas de
Published: January 2012

A histological analysis was conducted on the gills of 15 Piaractus mesopotamicus and 19 Prochilodus lineatus specimens collected between April and November 2004 from the Aquidauana River, State of Mato Grosso do Sul, Central-West Brazil, to describe the anatomopathological characteristics of the gills of these freshwater fish. Gill samples were fixated in 10% buffered formalin and processed following histological routine procedures. The histological examination of the gills of P. mesopotamicus revealed intralamellar monogenean and mixosporean cysts of Henneguya piaractus at several developmental stages over the entire (basal, median and distal) lamella. Intraepithelial cysts caused lamella dilation and deformity of adjacent lamellae. In P. lineatus gills, monogenean cysts were detected. In both host species, hyperplasia of the gill epithelium and structural disorganization of secondary lamellae was seen diffusely in the gills, leading to fused lamellae in the gills. In few cases, there was found mononuclear inflammatory cells and hemorrhagic focal points distally in the lamellae.
Field study on the efficacy of an oral 2% ivermectin formulation in horses
Authors: Cutolo André Antonio , Santos Anderson Tintino dos , Allegretti Silmara Marques
Published: January 2012

Twenty horses naturally infected with nematodes were included in a blind, controlled field study on efficacy and safety of an oral 2% ivermectin formulation at a dose of 0.2 mg.kg-1. Horses were divided into treated and non-treated (control) groups with ten animals each based on preliminary counts of eggs per gram of feces (EPG). Stool samples were collected after treatment for identification of nematode species. Clinical evaluations and EPG counts were performed on days 0, +5, +14 and +19. Nineteen nematode species were identified: Coronocyclus ulambajari, Craterostomum acuticaudatum, Cyathostomum catinatum, Cyathostomum pateratum, Cylicocyclus brevicapsulatus, Cylicocyclus insigne, Cylicocyclus leptostomum, Cylicocyclus nassatus, Cylicocyclus ultrajectinus, Cylicocyclus spp., Cylicostephanus calicatus, Cylicostephanus longibursatus, Cylicostephanus poculatus, Habronema muscae, Habronema spp., Parascaris equorum, Poteriostomum imparidentatum, Oxyuris equi and Triodontophorus spp. The mean EPG counts of treated and non-treated (control) groups on Days -15, 0, +5, +14 and +19 were 1925, 1340, 0, 12.5, 0, 1470, 790, 875, 1605 and 1240 respectively. The efficacy of treatment on Days +5, +14 and +19 was 100, 99.2 and 100% respectively, with a significant difference compared to the control group (p < 0.01). The product was considered to be safe with no findings of clinical significant changes during the study.
Presence of eggs of Toxocara spp. and hookworms in a student environment in Rio Grande do Sul, Brazil
Authors: Gallina Tiago , Silva Maria Antonieta Machado Pereira da , Castro Luciana Laitano Dias de , Wendt Emília Welter , Villela Marcos Marreiro , Berne Maria Elisabeth Aires
Published: January 2012

Environmental contamination by parasite forms was studied on a university campus in the municipality of Pelotas, Rio Grande do Sul. Soil samples were analyzed using the modified Caldwell & Caldwell technique to identify parasite forms. Nematode eggs were detected in 62% of the samples. Among the parasites detected, eggs of Toxocara spp. and Ancylostomatidae were the most prevalent parasites in the studied area throughout the study period. The results demonstrated that there is significant environmental contamination, thereby representing a risk of zoonotic infection for humans frequenting the study area.
Perceptions and attitudes among milk producers in Minas Gerais regarding cattle tick biology and control
Authors: Amaral Maria Alice Zacarias do , Rocha Christiane Maria Barcellos Magalhães da , Faccini João Luiz , Furlong John , Monteiro Caio Márcio de Oliveira , Prata Márcia Cristina de Azevedo
Published: January 2012

This study evaluates milk producers' knowledge regarding cattle ticks and practices for controlling them. Ninety-three dairymen in Minas Gerais were interviewed. These producers had no information regarding acaricide efficiency tests. To analyze the information, open responses were categorized through "content analysis", and descriptive analysis consisting of extracting the profile highlighted by the highest frequencies. The association between schooling level and knowledge was tested by means of chi-square trend tests. It was observed that 92.3% had no knowledge of the non-parasitic period. For 96.4%, what determined the time to apply treatment was the degree of tick infestation; 93.3% used spray guns to apply the acaricide. In seeking to cross-correlate the biological and control variables with education, cooperative action, length of experience and herd size, it was found that there was a linear association between schooling level and implementation of acaricide solution preparation. The other factors didn't show any significant association. These data demonstrated the need to instruct the producers in relation to the biology and control of Rhipicephalus (Boophilus) microplus. It was concluded that the majority of milk producers were unaware of cattle tick biology and the factors that influence choosing an acaricide, which makes it difficult to implement strategic control.
Effectiveness of Asteraceae extracts on Trichostrongylidae eggs development in sheep
Authors: Krychak-Furtado Silvana , Silva Ana Luisa Palhano , Miguel Obdulio Gomes , Dias Josiane de Fátima Gaspari , Miguel Marilis Dallarmi , Costa Sonia Soares , Negrelle Raquel Rejane Bonato
Published: January 2012

Data on in vitro evaluation of extracts of three species of the Asteraceae family on the development of Trichostrongylidae eggs in sheep are presented. Egg hatchability was tested using herbal extracts prepared in a Soxhlet extractor, and using hydrolate prepared by means of hydrodistillation. The laboratory tests showed that the ethanol extract from flowers of the species Aster lanceolatus presented high activity against Trichostrongylidae eggs development in sheep, inhibiting larva formation by 91% within 48 hours, and maintaining similar rates after 72 hours.
Molecular and serological detection of Leishmania spp. in captive wild animals from Ilha Solteira, SP, Brazil
Authors: Jusi Márcia Mariza Gomes , Starke-Buzetti Wilma Aparecida , Oliveira Trícia Maria Ferreira de Sousa , Tenório Michely da Silva , Sousa Lúcio de Oliveira de , Machado Rosangela Zacarias
Published: January 2012

Leishmaniasis is a zoonotic disease that affects 12 million people worldwide. Several mammalian species can serve as a reservoir for this disease. Dogs are the main reservoir for visceral leishmaniasis in urban areas, which has become a serious public health concern in Brazil. The aim of this study was to evaluate the presence of Leishmania spp. in captive wild animals from Ilha Solteira, São Paulo, Brazil. Blood and various tissues samples were collected from animals of five different species: Speothos venaticus, Chrysocyon brachyurus, Cerdocyon thous, Pseudalopex vetulus, and Procyon cancrivorus. Antibodies against Leishmania spp. were detected in three wild canids by indirect fluorescent antibody test (IFAT) and enzyme-linked immunosorbent assay (ELISA). PCR analyses of blood and bone marrow from all animals were negative, but Leishmania DNA was found in the tissues and skin of seropositive animals. Positive PCR samples were also positive for Leishmania donovani complex. Analysis of sequenced PCR products showed similarities with different regions of Leishmania (Leishmania) infantum and Leishmania (Leishmania) chagasi kinetoplastids. Measures to control visceral leishmaniasis in wild animals kept in Brazilian zoos should be established, as no disease control programs are currently available.
First record of Neobenedenia melleni (Monogenea: Capsalidae) in sea-farmed cobia (Rachycentron canadum) in Brazil
Authors: Kerber Claudia Ehlers , Sanches Eduardo Gomes , Santiago Mauricio , Luque José Luis
Published: January 2012

Neobenedenia melleni (MacCallum, 1927) (Monogenea) is a widespread pathogen in marine teleost cultures all over the world. The present paper reports this parasite species in farmed cobia (Rachycentron canadum) in Brazil, for the first time. Some comments on preventive actions for avoiding the disease are made.
Effects of destruxin A on Rhipicephalus (Boophilus) microplus ticks (Acari: Ixodidae)
Authors: Gôlo Patrícia Silva , Angelo Isabele da Costa , Camargo Mariana Guedes , Perinotto Wendell Marcelo de Souza , Bittencourt Vânia Rita Elias Pinheiro
Published: January 2012

This study evaluated the effects of destruxin A on Rhipicephalus (Boophilus) microplus females, since this toxin is one of the likely causes of high mortality induced by the entomopathogenic fungus Metarhizium anisopliae in arthropods. Ticks were immersed or inoculated with different concentrations of destruxin A. Despite the doses applied, there were no deaths or significant alterations in oviposition between the groups treated with destruxin A and the control groups. No other external effect caused by destruxin, such as tetanic paralysis, was observed in these engorged female ticks after the treatment.
Oral and Written Instruction of Oral Hygiene: A Randomized Trial
Authors: Harnacke Daniela , Beldoch Magdalena , Bohn Gertrude‐Heidi , Seghaoui Ouarda , Hegel Nicole , Deinzer Renate
Published: January 2012

Background: This randomized, evaluator‐masked, controlled study evaluates the effectiveness of oral in contrast to written instruction of oral hygiene.

Methods: Eighty‐three students without clinical signs of periodontitis were randomly assigned to either a control group or one of three experimental conditions: 1) written instruction, 2) standardized oral instruction, or 3) individualized oral instruction. Plaque and bleeding indices were assessed to analyze intervention effects on oral health and oral hygiene skills. Measurements took place at baseline and 4 weeks after intervention.

Results: Groups differed significantly with respect to gingival bleeding and were tentatively significant with respect to oral hygiene skills. Participants who had received oral individualized instructions showed the best results.

Conclusion: A gradient of effectiveness of the instruction methods was observed with most favorable results for the individualized instruction.
Mucositis, Peri‐Implantitis, Implant Success, and Survival of Implants in Patients With Treated Generalized Aggressive Periodontitis: 3‐ to 16‐Year Results of a Prospective Long‐Term Cohort Study
Authors: Swierkot Katrin , Lottholz Peer , Flores‐de‐Jacoby Lavin , Mengel Reiner
Published: January 2012

Background: The aim of this prospective study is to evaluate the prevalence of mucositis, peri‐implantitis, implant success, and survival in partially edentulous patients treated for generalized aggressive periodontitis (GAgP) and in periodontally healthy individuals.

Methods: Thirty‐five patients treated for GAgP and 18 periodontally healthy patients orally rehabilitated with osseointegrated implants participated in the study. They were first examined 2 to 4 weeks before extraction of the non‐retainable teeth (baseline) and 3 weeks after insertion of the final abutments. Additional examinations were performed during a 3‐month recall schedule over a 5‐ to 16‐year period (mean, 8.25 years). At every session, clinical parameters were recorded. At 1, 3, 5, 10, and 15 years after insertion of the superstructure, a microbiological and radiographic examination was performed.

Results: The results show implant survival rates of 100% in periodontally healthy individuals versus 96% in GAgP patients. The implant success rate was 33% in GAgP patients and 50% in periodontally healthy individuals. In GAgP patients, mucositis was present in 56% and peri‐implantitis in 26% of the implants. In periodontally healthy individuals, 40% of the implants showed mucositis and 10% peri‐implantitis. GAgP patients had a five times greater risk of implant failure, a three times greater risk of mucositis, and a 14 times greater risk of peri‐implantitis.

Conclusion: These results suggest that patients with treated GAgP are more susceptible to mucositis and peri‐implantitis, with lower implant survival and success rates.
Splitting stationary sets in
Authors: Usuba Toshimichi
Published: January 2012

LetAbe a non-empty set. A setis said to be stationary inif for everyf: [A]<ω→Athere existsxϵSsuch thatx≠Aandf“[x]<ω⊆x. In this paper we prove the following: For an uncountable cardinal λ and a stationary setSin, if there is a regular uncountable cardinalκ≤ λ such that {xϵS:x∩κϵκ} is stationary, thenScan be split intoκdisjoint stationary subsets.
Borel reductibility and Hölder (α) embeddability between Banach spaces
Authors: Ding Longyun
Published: January 2012

We investigate Borel reducibility between equivalence relations E(X; p) = Xℕ/ℓp(X)'s where X is a separable Banach space. We show that this reducibility is related to the so called Hölder(α) embeddability between Banach spaces. By using the notions of type and cotype of Banach spaces, we present many results on reducibility and unreducibility between E(Lr; p)'s and E(c0; p)'s for r, p Є [1, +∞).

We also answer a problem presented by Kanovei in the affirmative by showing that C(ℝ+)/C0(ℝ+) is Borel bireducible to ℝℕ/c0.
Dynamic topological logic of metric spaces
Authors: Fernández-Duque David
Published: January 2012

Dynamic Topological Logic is a modal framework for reasoning about dynamical systems, that is, pairs 〈X, f〉 where X is a topological space and f: X → X a continuous function.

In this paper we consider the case where X is a metric space. We first show that any formula which can be satisfied on an arbitrary dynamic topological system can be satisfied on one based on a metric space; in fact, this space can be taken to be countable and have no isolated points. Since any metric space with these properties is homeomorphic to the set of rational numbers, it follows that any satisfiable formula can be satisfied on a system based on ℚ.

We then show that the situation changes when considering complete metric spaces, by exhibiting a formula which is not valid in general but is valid on the class of systems based on a complete metric space. While we do not attempt to give a full characterization of the set of valid formulas on this class we do give a relative completeness result; any formula which is satisfiable on a dynamical system based on a complete metric space is also satisfied on one based on the Cantor space.
The Boychoir of Lesbos: Between the Folds/From Throat to Shining Throat
Authors: Bateman David
Published: January 2012

“The Boychoir of Lesbos: Between the Folds/From Throat to Shining Throat“ uses queer theory to examine the performative effect of lesbian sexuality and gender as they intersect in the vocal performance work of The Boychoir of Lesbos. With citations to Wayne Koestenbaum's formative work on opera and homosexuality, the author provides a historical overview of the singing performance troupe and their holistic, somewhat “environmental“ approach to the formulation of the choir.
“An Act of Bravery”: Queer Women's Performance in Contemporary Nova Scotia
Authors: Barker Roberta , Shawyer Susanne
Published: January 2012

This article examines the work of two contemporary Nova Scotia theatre artists, Mary Ellen MacLean and Lee-Anne Poole. The authors focus on how the work of both artists explores multiple notions of queerness through innovative theatrical languages. The article combines interviews with MacLean and Poole with analysis of key performances and situates their work within the context of queer performance in Nova Scotia.
Performance Studies in Canada
Authors: Alvarez Natalie
Published: January 2012

Performance Studies in Canada (Introduction to Views and Reviews), by Natalie Alvarez

In Search of PS North: Performance Studies in Canada, by Laura Levin

Outskirts to Mainstream?: Performance Poetry on the Move, by Naila Keleta-Mae

(No) Performance Studies in Canada, by Susan Bennett

Towards Locating the Alchemy of Convergence in the Native Theatre Classroom, by Jill Carter

Études théâtrales and Performance Studies in Quebec, by Erin Hurley

Canadian Theatre Review Constitutes Performance Studies, by Ric Knowles
Climate Change Mitigation Through Reduced-Impact Logging and the Hierarchy of Production Forest Management
Authors: Galante Michael Victor , Dutschke Michael , Patenaude Genevieve , Vickers Ben
Published: January 2012

The proposed hierarchy of production forest management provides modus operandi for forest concessions to move incrementally towards Sustainable Forest Management (SFM) via Reduced-Impact Logging (RIL) and forest certification. Financial benefits are sourced in the “Additionality Zone”, financing the rise in the hierarchy and offsetting prohibitive forest and carbon certification costs. RIL carbon registration components consist of developing credible baseline, additionality and leakage arguments around the business-as-usual scenario through the quantification of historical forest inventory and production records, forest infrastructure records and damage to the residual forest. If conventional harvesting is taken as a baseline, research indicates RIL can potentially reduce emissions by approximately 1–7 tCO2e ha−1yr−1. The current market price of USD $7.30 per tCO2e may result in over USD $50 ha−1yr−1 in additional revenue, well above the estimated USD $3–5 ha−1 in carbon transaction costs. Concessions in Sabah Malaysia demonstrate the financial viability of long-term RIL and certification planning. This may act as a basis for future planned forest management activities involving RIL, carbon and forest certification through the hierarchy of production forest management.
Grounded Theory as an approach to studying students' uses of learning management systems
Authors: Alsop Graham , Tompsett Chris
Published: January 2012

This paper presents the first phase of a qualitative study of students' use of a Learning Management System (LMS). A group of students at Kingston University with experience of two different systems were afforded the opportunity to study the relationship between the interface to an LMS and the usability of the system. A 'Grounded Theory' methodology (Glaser and Strauss, 1967) was selected to model the students' framework, as independently as possible from the views of other stakeholders in the LMS. The approach still offered the potential for generalization despite working with a small group of students. In Grounded Theory, data collection and theory-building drive each other reciprocally until a stable 'theory' is reached. In an ideal world this research would be reported at the end of the whole process but it is considered that there is more value in producing less definitive results at this stage rather than a complete theory in one year's time (Oliver, 2000). Even at this stage of the research, it is clear that the students' conception of an LMS is categorically different from that held by the other stakeholders responsible for implementing the system. Identification of these differences and integration of some findings into future developments are critical even if, in the view of the researchers, further development of the 'theory' is required The findings from this phase validate the use of a grounded approach. They suggest that systemic issues regarding the integration of educational activities with other aspects of everyday life are fundamentally more important than issues in interface design. The students make effective use of remote access facilities but only where this offers a clear comparison with activities that already form part of studying at university. Such comparisons are pragmatic and are seldom defined in terms of 'educational' benefit.DOI:10.1080/0968776020100207
Reviews
Authors: Barker Philip , Brown Anne , Holmes Alison
Published: January 2012

The user guide consists of a 28-page A5 format brochure. It gives an overview (4 pages) of the contents of the CD-Rom and how it can assist in the writing process in three main sections: core skills, writing for science and writing for advocacy. Within each of these subsections more detail is provided, with the authors giving a short introductory aim for each task and the expected outcomesDOI:10.1080/0968776020100210
The application and evaluation of adaptive hypermedia techniques in Web-based medical education
Authors: Ng Muan Hong , Hall Wendy , Maier Pat , Armstrong Ray
Published: January 2012

This article discusses the design issues involved in delivering Web-based learning materials. An existing application in the medical domain - JointZone - is used to illustrate how personalization and an interactive environment can be incorporated into Web-based learning. This work applies the combination of an adaptive hypermedia, situated-learning approach and hypermedia linking concepts to facilitate online learning. A usability study was carried out on the work described and an evaluation was undertaken to measure the effect of personalization on various learning factors. The evaluation outcome was analysed subjectively and objectively. The results proved to be contradictory but, nevertheless, the work gives new insights into the use of technology to support learningDOI:10.1080/0968776020100303
From classroom tutor to hypertext adviser: an evaluation
Authors: Kemp Michael , Davis H. C. , Roche William , Hall Wendy
Published: January 2012

This paper describes a three-year experiment to investigate the possibility of making economies by replacing practical laboratory sessions with courseware while attempting to ensure that the quality of the student learning experience did not suffer. Pathology labs are a central component of the first-year medical undergraduate curriculum at Southampton. Activities in these labs had been carefully designed and they were supervised by lab demonstrators who were subject domain experts. The labs were successful in the eyes of both staff and students but were expensive to conduct, in terms of equipment and staffing. Year by year evaluation of the introduction of courseware revealed that there was no measurable difference in student performance as a result of introducing the courseware, but that students were unhappy about the loss of interaction with the demonstrators. The final outcome of this experiment was a courseware replacement for six labs which included a software online hypertext adviser. The contribution of this work is that it adds to the body of empirical evidence in support of the importance of maintaining dialogue with students when introducing courseware, and it presents an example of how this interaction might be achieved in software.DOI:10.1080/0968776020100304
Profiling and understanding student information behaviour: methodologies and meaning Jennifer Rowley
Authors: Rowley Jennifer
Published: January 2012

This paper draws on work conducted under the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework to identify a range of issues associated with research design that can form a platform for enquiry about knowledge creation in the arena of user behaviour. The Framework has developed a multidimensional set of tools for profiling, monitoring and evaluating user behaviour. The Framework has two main approaches: one, a broad-based survey which generates both a qualitative and a quantitative profile of user behaviour, and the other a longitudinal qualitative study of user behaviour that (in addition to providing in-depth insights) is the basis for the development of the EIS (Electronic Information Services) Diagnostic Toolkit. The strengths and weaknesses of the Framework approach are evaluated. In the context of profiling user behaviour, key methodological concerns relate to: representativeness, sampling and access, the selection of appropriate measures and the interpretation of those measures. Qualitative approaches are used to generate detailed insights. These include detailed narratives, case study analysis and gap analysis. The messages from this qualitative analysis do not lend themselves to simple summarization. One approach that has been employed to capture and interpret these messages is the development of the EIS Diagnostic Toolkit. This toolkit can be used to assess and monitor an institution's progress with embedding EIS into learning processes. Finally, consideration must be given to integration of insights generated through different strands within the Framework.DOI:10.1080/0968776030110104
From conditioning to learning communities: implications of fifty years of research in e-learning interaction design
Authors: Ravenscroft Andrew
Published: January 2012

This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely-Brown), socioconstructivist (Vygotsky), socio-cultural (Nardi and Engestrom) and community-based (Wenger and Preece). Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning.DOI:10.1080/0968776030110302
On reification: a reinterpretation of designed and emergent practice
Authors: Tompsett Chris , Alsop Graham
Published: January 2012

This paper is a response to the article: 'Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession, published in ALT-J 11 (1). Whilst we agree with the concerns of the authors on the problems of commodification and the increasing control of learning technology from a financial or predominantly management perspective, we wish to offer a reinterpretation of the research by taking a stricter analysis of the events described by the authorsDOI:10.1080/0968776030110206
On reification: a reinterpretation of designed and emergent practice - a reply
Authors: Joyce Paul , Lisewski Bernard
Published: January 2012

We welcome the response of Chris Tompsett and Graham Alsop to our article (Lisewski and Joyce, 2003). Within its 'stricter analysis', it is thoughtful and incisive, presenting an interesting critique of our ideas. However, we cannot help but think that the authors have missed the point. Indeed, if we wish to be mischievous we woidd argue that their response is an exemplar of some of the concerns we wanted to raise in our original articleDOI:10.1080/0968776030110207
Reviews
Authors: Barker Philip , Knight John , McAleese Ray , Barker Philip
Published: January 2012

The Internet and its many aspects, including the use of the increasingly media-rich World Wide Web and online communication tools is becoming increasingly central to teaching and learning across the whole educational spectrum. Nevertheless, despite directives such as the National Grid for Learning, which has led to near universal, if still uneven,DOI:10.1080/0968776030110208
Quality assurance for digital learning object repositories: issues for the metadata creation process
Authors: Currier Sarah , Barton Jane , O’Beirne Rónán , Ryan Ben
Published: January 2012

Metadata enables users to find the resources they require, therefore it is an important component of any digital learning object repository. Much work has already been done within the learning technology community to assure metadata quality, focused on the development of metadata standards, specifications and vocabularies and their implementation within repositories. The metadata creation process has thus far been largely overlooked. There has been an assumption that metadata creation will be straightforward and that where machines cannot generate metadata effectively, authors of learning materials will be the most appropriate metadata creators. However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. This paper surveys the growing body of evidence, including three UK-based case studies, scopes the issues surrounding human-generated metadata creation and identifies questions for further investigation. Collaborative creation of metadata by resource authors and metadata specialists, and the design of tools and processes, are emerging as key areas for deeper research. Research is also needed into how end users will search learning object repositories.DOI: 10.1080/0968776042000211494
Networks and learning: communities, practices and the metaphor of networks—a commentary
Authors: Ingraham Bruce
Published: January 2012

In issue 12(1), Jones (2004) in his article ‘Networks and learning: communities, practices and the metaphor of networks’ sets out to address three inter-related sets of issues: … firstly that learning technology needs to take account of the wider debate about networks and secondly that research in this field needs to address the theoretical and practical issues raised by advances in the field of networks. A third point is that the idea of the network acts as a powerful metaphor even if we are able to discount any particular theory generated in its support. The network metaphor can act as a unifying concept allowing us to bring together apparently disparate elements of the field.DOI: 10.1080/0968776042000216237
Networks and learning: communities, practices and the metaphor of networks—a response
Authors: Jones Chris
Published: January 2012

I am pleased to have the opportunity to react to Bruce Ingraham’s response to my article ‘Networks and learning: communities, practices and the metaphor of networks’ (Jones, 2004). It is rare to have a dialogue with someone who has taken the time and trouble to consider what you have written for a journal. All too often reviewing is a one-way process with the reviewer remaining anonymous. It is all the more pleasant to have a response to what you have written that gets to grips with some of the issues that the author also finds troubling. It is in that spirit that I write this reaction to Ingraham; it is an opportunity for me to develop some of the points he has identified as problematic in the original article. I want to concentrate on two main issues, firstly the network metaphor itself and secondly the usefulness of abstraction and representations of various types.DOI: 10.1080/0968776042000216246
Putting interoperability to the test: building a large reusable assessment item bank
Authors: Sclater Niall , MacDonald Mary
Published: January 2012

The COLA project has been developing a large bank of assessment items for units across the Scottish further education curriculum since May 2003. These will be made available to learners mainly via colleges’ virtual learning environments (VLEs). Many people have been involved in the development of the COLA assessment item bank to ensure a high level of technical and pedagogical quality. Processes have included deciding on appropriate item types and subject areas, training authors, peer-reviewing and quality assuring the items and assessments, and ensuring they are tagged with appropriate metadata. One of the biggest challenges has been to ensure that the assessments are deliverable across the four main virtual learning environments in use in Scottish colleges—and also through a stand-alone assessment system. COLA is significant because no other large project appears to have successfully developed standards-compliant assessment content for delivery across multiple VLEs. This paper discusses how COLA has dealt with the organizational, pedagogical and technical issues which arise when commissioning items from many authors for delivery across an educational sector.DOI: 10.1080/0968776042000259537
Editorial
Authors: Oliver Martin
Published: January 2012

Regular readers of the journal will know that, each year, we have one themed issue. While it’s always useful to gain such a sustained, considered insight into a given topic, it forms quite a contrast to editing a ‘general’, regular issue of the journal. Unlike conferences or special issues, we do not solicit research on any particular theme; thus the submissions we receive act as a kind of weather vane for current research topics. Interestingly, this issue seems to be spread across a broad spectrum of pedagogic concerns, but is unusually focused (for this journal) on the practices of teaching.DOI: 10.1080/0968776042000339754
The influence of online problem-based learning on teachers’ professional practice and identity
Authors: Wheeler Steve , Kelly Peter , Gale Ken
Published: January 2012

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students’ engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice.DOI: 10.1080/09687760500104088
Reflecting on the current status and focus of e-learning research
Authors: Conole Gráinne
Published: January 2012

This special issue contains six articles from international leading lights in the field of e-learning, so it provides a valuable snapshot of current thinking and research activities. It had arisen out of keynote and theme speaker presentations at two key e-learning conferences last year: ALT-C 2004 ‘Blue Skies and Pragmatism—learning technologies for the next decade’, which was held in Exeter; and the Colston Symposium entitled ‘The Evolution of Learning and Web Technologies: survival of the fittest?’, which was held in Bristol.DOI: 10.1080/09687760500376330
Identification of critical timeconsuming student support activities in e-learning
Authors: De Vries Fred J. , Kester Liesbeth , Sloep Peter , Van Rosmalen Peter , Pannekeet Kees , Koper Rob
Published: January 2012

Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content-related, process-related and product-related support activities.DOI: 10.1080/09687760500376488
Exploiting opportunities computers provide to deliver content people can use in context
Authors: Heath Andy
Published: January 2012

As a contributor to the IMS (2004) AccessForAll work and co-editor of its development in ISO (2005a, b, c), I find it pleasing to see our work being implemented and enlightening to see some of the ways that ideas one has worked on are interpreted, and discover these are not always ways that were intended. Although I am fortunate enough to have been able to participate in the AccessForAll work, the views I present here are my own and may or may not reflect those of my co-editors in that work. I shall address some of the fundamental ideas in the paper in the light of the AccessForAll approach.DOI: 10.1080/09687760600668636
The tipping point
Authors: Salmon Gilly
Published: January 2012

How delightful that Pam Moule (2007) has taken the trouble to challenge the fivestage model for e-learning! I would hate to think that the model has served to cut off any discourses about e-learning at a time of huge potential for the future of higher and professional education. No one benefits by any model being taken or used uncritically or out of context or culture. The challenges we face in providing exciting, worthwhile and effective learning through whatever medium grow daily. I would be so pleased if others could respond too, so that this model, first developed more than 12 years ago in a different era but since used extensively, could continue to be further examined for relevance and helpfulness.DOI: 10.1080/09687760701482275
The Online Faculty Development and Assessment System
Authors: Villar Luis M. , Alegre Olga M.
Published: January 2012

This article evaluates the role of the Online Faculty Development and Assessment System (OFDAS), created at universities in the Canary Islands, Spain, in staff development. The evaluation indicates that the system helped staff in learning to teach curriculum and teaching capacities. The tasks, online resources and opportunities for discussions provided within the learning environment created for the system helped shape their attitudes towards learning curriculum and teaching capacities and enabled them to share their concerns about students’ classroom learning environment assessment.DOI: 10.1080/09687760701673618
Motivation and mobile devices: exploring the role of appropriation and coping strategies
Authors: Jones Ann , Issroff Kim
Published: January 2012

There has been interest recently in how mobile devices may be motivating forces in the right contexts: for example, one of the themes for the IADIS International Conference on Mobile Learning in 2007 was ‘Affective Factors in Learning with Mobile Devices’ (http://www.mlearningconf. org). The authors have previously proposed six aspects of learning with mobile devices in informal contexts that might be motivating: control over learners’ goals, ownership, fun, communication, learning-in-context and continuity between contexts. How do these motivational features relate to theoretical accounts of what motivates people to use mobile devices and learn in technology- rich contexts? In this exploratory paper we consider two different candidates for such theoretical approaches. One is technology appropriation—the process by which technology or particular technological artefacts are adopted and shaped in use. Two different approaches to technology appropriation are discussed in order to explore the relationship between the different aspects of appropriation and motivation; that of Carroll et al. and that of Waycott. Both appropriation frameworks have been developed in the context of using mobile devices, but neither has a specific focus on learning. By contrast, the second theoretical approach is Järvelä et al.’s model of coping strategies, which is specifically concerned with learning with technologies, although not with mobile technologies in particular. The paper draws on case-study data in order to illustrate and discuss the extent to which these two approaches are helpful in informing our understanding of the motivating features of using mobile devices for informal learning.DOI: 10.1080/09687760701673675
Better late than never…
Authors: Oliver Martin
Published: January 2012

This is my last issue as editor of ALT-J, and it’s been a hard issue to let go of. Not because of any misguided sentimentality, but simply because the UK’s Research Assessment Exercise (RAE) seems to have caused us serious problems. Grainne Conole, in her last editorial, reflected on some of the lessons learnt from the RAE; one thing that this issue has taught me is that the researchers affected by the exercise either rushed to say all they could before the deadline or else have worn themselves out with all their writing and don’t want to do it any more. It’s fortunate for us that ALT-J is an international journal, rather than being tied entirely to one nation’s policy initiatives.DOI: 10.1080/09687760802366427
Pragmatic meta-analytic studies: learning the lessons from naturalistic evaluations of multiple cases
Authors: Lam Paul , McNaught Carmel , Cheng Kin-Fai
Published: January 2012

This paper explores the concept of pragmatic meta-analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single-case reports. The pragmatic meta-analytic studies described in this paper have two common aspects: (1) the cases are related in some way, and (2) the data are authentic, that is, the evaluations have followed a naturalistic approach. We suggest that examining a number of such cases is best done by a mixed-methods approach with an emphasis on qualitative strategies. In the paper, we overview 63 eLearning cases. Three main meta-analytic strategies were used: (1) meta-analysis of the perception of usefulness across all cases, (2) metaanalysis of recorded benefits and challenges across all cases, and (3) meta-analysis of smaller groups of cases where the learning design and/or use of technology are similar. This study indicated that in Hong Kong the basic and non-interactive eLearning strategies are often valued by students, while their perceptions of interactive strategies that are potentially more beneficial fluctuate. One possible explanation relates to the level of risk that teachers and students are willing to take in venturing into more innovative teaching and learning strategies.Keywords: evaluation; meta-analysis; eLearning cases; risk-takingDOI: 10.1080/09687760802315879
Recognition of animated icons by elementaryaged children
Authors: Jones Tom
Published: January 2012

This paper describes a study to investigate the recognizability of and preference for animated icons by elementary-aged aged children. Fourteen typical computer-related tasks (e.g., copy, move) were viewed by 60 school-children in two iconic formats: animated and static. The content of the icons and the computer process or action they mimicked were drawn from a previous study in which a similar group of children was asked to depict gesturally their interpretation of the 14 tasks. Results indicated that the animated version of the icons was more recognizable and that the children greatly preferred the animated icons over the static icons. Implications for the design of enhanced user-interfaces for children are noted.DOI:10.1080/0968776930010105
Finely integrated media for language learning
Authors: Hamburger Henry
Published: January 2012

FLUENT, an immersive foreign-language learning environment, was developed without recourse to hypermedia techniques. Nevertheless, if one accepts the premisses, proposed in this paper, on which the idea of hypermedia has been constructed, FLUENT shows a strong relationship with it. The paper discusses this relationship after attempting to distil the essence of educational hypermedia, and after presenting a taxonomy of media for language learning.DOI:10.1080/0968776930010107
A Mathematica-based CAL matrix-theory tutor for scientists and engineers
Authors: Kelmanson M. A. , Maunders S. B. , Cheng S. Y.
Published: January 2012

Under the TLTP initiative, the Mathematics Departments at Imperial College and Leeds University are jointly developing a CAL method directed at supplementing the level of mathematics of students entering science and engineering courses from diverse A-level (or equivalent) backgrounds. The aim of the joint project is to maintain — even increase - the number of students enrolling on such first-year courses without lowering the courses' existing mathematical standards. A CAL tutor for matrix theory is presented in this paper, in the form of Mathematica Notebooks. This constitutes one of a list of specific A-level mathematics core options required by science and engineering departments. The module has been written so as to recognize students' errors and advise accordingly. Questions are generated randomly, at run time, in order to preclude copying between users. The module incorporates automated performance indicators so as to impinge minimally on existing staff resources. As an aid to other CAL authors considering the use of Mathematica Notebooks, idiosyncratic difficulties encountered within Mathematica Notebooks are catalogued and discussed in detail.DOI:10.1080/0968776930010204