bluuebunny/crossref_metadata_2025 huggingface dataset:
Proprioceptive Training to Improve Static and Dynamic Balance in Elderly
Authors: Esposito Giovanni , Altavilla Gaetano , Di Domenico Felice , Aliberti Sara , D’Isanto Tiziana , D’Elia Francesca
Published: December 2021

Background: The risk of falls is a major cause of disability in older adults. A single fall, for the elderly, increases the risk of frequent falls and often causes an increased fear of falling again, which can become debilitating.

Objectives: The purpose of the present study was to test the effects of 12 weeks of proprioceptive training on the static and dynamic balance of older adults who have experienced at least one fall without compromising consequences.

Method: The sample consisted of older adults, aged 60 to 80 years, randomly divided into two groups: an experimental group, which followed a proprioceptive training protocol at a physiotherapy studio, and a control group, which did not observe any treatment. Static and dynamic balance assessment was performed pre-and post-intervention. The tests administered were the Berg Balance Test for the evaluation of static balance, and the Four-Square Step Test, for dynamic balance. A questionnaire to assess confidence and fear of falling was administered at the end of the protocol. Independent sample t-test was performed to analyze differences between groups and two-way ANOVA to test the null hypothesis of no change different over time between groups (interaction intervention × time). A Chi-Square was performed to analyze perceptions.

Conclusions: The results showed that 12 weeks of proprioceptive training effectively improved dynamic and static balance in older adults. The perceptions of the experimental group were more positive than the other one, in terms of the importance of physical activity to prevent the risk of falls, fear of falling again, and experience of falls during the last 12 weeks.
Análisis del “pensamiento computacional” desde una perspectiva educativa
Authors: Velázquez Iturbide J. Ángel , Martín Lope Mercedes
Published: December 2021

Desde la aparición del término “pensamiento computacional” hace aproximadamente quince años, se ha consolidado internacionalmente como una tendencia en el mundo educativo preuniversitario. Su imprecisión dificulta la celebración de un debate sobre su papel curricular, algo que se echa especialmente de menos en España. El artículo pretende contribuir a aclarar el significado de “pensamiento computacional” y sus implicaciones educativas. Se ha realizado un análisis cualitativo de contenido, utilizando como materiales primarios las definiciones realizadas por una selección de autores e instituciones destacados. Se han analizado tres aspectos: definición, características y elementos, y ámbito de conocimiento. Se han encontrado dos componentes comunes a las definiciones analizadas: la referencia a una “actividad mental” y la inclusión de habilidades de programación. Sin embargo, difieren en la inclusión de otros elementos, que pueden clasificarse como conocimientos, actitudes o competencias. El artículo debate las consecuencias de una definición basada en una “actividad mental” en lugar de constructos educativos. Se concluye que el debate sobre la educación preuniversitaria de la informática debería basarse en un lenguaje educativo más preciso, así como en los actuales conocimientos de los campos de conocimiento de la pedagogía, la informática y la didáctica de la informática.

The term “computational thinking” emerged fifteen years ago and has world-wide become popular as a tendency in the pre-university educational scope. Its looseness makes difficult to hold a debate on its curricular role, a lack which is especially severe in Spain. The article aims at contributing to clarifying the meaning of “computational thinking” and its educational implications. We conducted a qualitative content analysis, using the definitions provided by a selection of outstanding authors and institutions as primary materials. Three aspects were analyzed: definition, features and elements, and scope of knowledge. We have found two common components: the reference to a “mental activity” and the inclusion of programming skills. However, the definitions differ in the inclusion of other elements, which can be classified as knowledge, attitudes or competences. The article discusses the consequences of a definition based on a “mental activity” rather than educational constructs. We conclude that the debate on pre-university computing education should be based on a more precise terminology, as well as current body of knowledge in pedagogy, computing and didactics of computing.
Implicaciones de la gamificación en educación matemática, un estudio exploratorio
Authors: Gonzalez Omar , Ramos Rodríguez Elisabeth , Vásquez Saldías Patricia
Published: December 2021

Las aplicaciones tecnológicas ofrecidas para la educación son variadas, brindando nuevas posibilidades de aprendizaje. Se debe estar en constante vigilancia de las propuestas de gamificación para el aula, dado que su desarrollo y uso no asegura un éxito en la enseñanza. Estudiamos el impacto de la gamificación en la enseñanza de la matemática, analizando su papel en el tratamiento de las figuras geométricas cono y cilindro con estudiantes de 13 y 14 años. Desde un enfoque cuantitativo descriptivo de tipo cuasi-experimental, con grupo control y piloto y aplicación de test, se realiza un análisis estadístico clásico e implicativo, evidenciando un mayor porcentaje de respuestas correctas del grupo piloto, en el ítem sobre la relación entre el volumen del cono y el cilindro, con un 96,3%, en contraste un 73,08% que obtuvo el grupo control. Además, se muestra un comportamiento con alto nivel de similaridad (84,4%) entre el uso del videojuego y responder satisfactoriamente los ítems. Esto nos sugiere que este medio educativo puede provocar mejoras en los aprendizajes del alumnado, quien parece ser proclive a su uso.

The technological applications offered for education are varied, providing new learning possibilities. Gamification proposals for the classroom must be constantly monitored, since their development and use does not ensure success in teaching. We study the impact of gamification in the teaching of mathematics, analyzing its role in the treatment of geometric cone and cylinder figures with 13 and 14 years old students. From a descriptive quantitative approach of quasi-experimental type, with a control and pilot group and test application, a classical and implicative statistical analysis is carried out, showing a higher percentage of correct answers from the pilot group, in the item on the relationship between the volume of the cone and the cylinder, with 96.3%, in contrast to 73.08% obtained by the control group. In addition, a behavior with a high level of similarity (84.4%) is shown between the use of virtual games and satisfactorily answering the items. This suggests that this educational medium can cause improvements in the learning of students who seem to be prone to its use.
Digitization of Adsorption Isotherms from "The Thermodynamics and
Hysteresis of Adsorption''
Authors: Siderius Daniel W.
Published: December 2021

Sorption isotherms collected from tables in the seminal dissertation, “The
Thermodynamics and Hysteresis of Adsorption” by A. J. Brown, have been digitized and
made publicly available, along with supporting software scripts that facilitates usage
of the data. The isotherms include laboratory measurements of xenon, krypton, and carbon
dioxide adsorption (and, when possible, desorption) isotherms on a single sample of
Vycor glass1, at various temperatures including subcritical conditions for xenon and
krypton. The highlight of this dataset is the collection of “scanning” isotherms for
xenon on Vycor at 131 K. The scanning isotherms examine numerous trajectories through
the adsorption-desorption hysteresis region, such as primary adsorption and desorption
scanning isotherms that terminate at the hysteresis boundary, secondary scanning
isotherms made by selective reversals that return to the boundary, and closed scanning
loops. This dataset was originally used to test the independent domain theory of
adsorption and continues to support successor theories of adsorption/desorption scanning
hysteresis including more recent theories based on percolation models. Through digital
preservation and release of the tables from Brown’s dissertation, these data are now
more easily accessible and can continue to find use in developing models of adsorption
for fundamental and practical applications.
Possible implementation of subjects taught using English as a Medium of Instruction methodology in tourism studies
Authors: Álvarez Gil Francisco José
Published: December 2021

The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for implementing EMI subjects in the Degree in Tourism at the ULPGC, a revision of EMI subjects that have been already implemented at this institution would be made. Then a proposal indicating the conditions that are regarded as vital for implementing EMI subjects in this degree would be presented.
Dynamics of Food Price Volatility and Households’ Welfare in Nigeria
Authors: Chigozirim Onwusiribe Ndubuisi , Okore Nto Philips , Ukeh Oteh Ogbonnaya , Mba Agwu Nnanna
Published: December 2021

One of the most important economic factors in food choice is the price. Food dynamics' value is a subject of controversies and opinions, especially price issues, and sensitivity is often peculiar to seasons and market forces. Price dynamics have the potential to introduce and change consumptions, thus affecting household welfare. This study examined the dynamics of food price volatility and households' welfare in Nigeria from 1990: Q1 to 2019: Q4. We sourced the study data from the Food and Agriculture Organization (FAO) and the World Bank (WB). We estimated the quadratic trend equation, Generalized Autoregressive Conditional Heteroscedasticity (GARCH), and Auto-Regressive Distributed Lag (ARDL) models. Food prices and depth of food deficit had a significant short-run impact on the households' welfare. Policymakers should focus on the short-term benefits while formulating policies aimed at households' welfare because policies aimed at the household level are impactful in the short-run compared to the long-run.
The peculiarities of modern religious painting in the Crimean temple architecture of (on the example of Alexander Nevsky Cathedral in Simferopol and Saint Vladimir Cathedral in Chersonesos)
Authors: Zolotukhina Natal'ya  Anatol'evna
Published: December 2021

The traditions followed by people throughout history underlie the development of the culture of monumental art, forming the continuity of generations, memory and traditions of temple architecture of the Crimea. The topic of religious monumental painting draws interest of the researchers. The object of this article is the Crimean religious monumental and decorative art; while the subject is the peculiarities of modern religious painting in Alexander Nevsky Cathedral in Simferopol and Saint Vladimir Cathedral in Chersonesos. The goal is determine the modern artistic-aesthetic form of temple painting carried out by the experts of monumental and decorative art, as well as the command of the unique languages of creative reinterpretation of wholeness. Temple religious painting is explored on the works of the modern artists of monumental religious painting, using the analysis of the academic style of painting, use of classical canons in images of the figures, artistic-stylistic, thematic, unique systems in the ornamental painting. The author determines the characteristics of the image such as material texture and plastic modeling of artistic form, which allows combining the modern wall paintings of the Crimean Orthodox churches of into a holistic system of material and spiritual values. The crucial theoretical-methodological vector of research is interweavement of the methods of culturology and art history, which reveals the techniques and peculiarities of academic painting in temple architecture.
When does the educational use of ICT become a source of technostress for Finnish teachers?
Authors: Syvänen Antti , Mäkiniemi Jaana-Piia , Syrjä Sannu , Heikkilä-Tammi Kirsi , Viteli Jarmo
Published: December 2021

The accelerating digitalization of society has resulted in a demand to speed-up the implementation of ICT in teaching, and changes in curriculum policies reflect this development. However, the demand to increase the educational use of ICT may also cause stress. The aim of the current study was to explore how demographics are associated with technostress and which factors predict it in Finnish school teachers. The data was collected with the OPEKA online self‑evaluation questionnaire tool. The sample consisted of 2,741 teachers. The results indicated that subject teachers were more “technostressed” than class teachers, female teachers were more stressed than males, and teachers with 16–30 years of working experience were more stressed than teachers with 0–15 years of experience. The key predictors of the technostress were ICT competence, the concordance of the educational use of ICT with the teaching style, school support, and attitudes to the educational use of ICT. High ICT competence, high concordance of ICT with the teaching style, high levels of school support, and positive attitudes to ICT were associated with low levels of technostress. The results are discussed in the light of previous findings, and the practical implications and the need for future studies are explored.
Seminar.net with special issue from Finland
Authors: Nordkvelle Yngve
Published: December 2021

Most of the world has learned to ”see to Finland” over the last decade, beacuse of its reputation as a leading nation in educational achievement, as well as its many creative and diligent approaches in technology. Since 1990 Finnish researchers in media, technology and education have met annually to discuss research matters and further advances in the area. For the conference of 2016, held 13-15th April in Hämeenlinna, Finland, we were asked to have the best papers published in Seminar.net. After a rigourous review process we will print six papers, four in this issue and two in the next.Antti Syvänen, Jaana-Piia Mäkiniemi, Sannu Syrjä, Kirsi Heikkilä-Tammi and Jarmo Viteli, all of the University of Tampere, present the paper “When does the educational use of ICT become a source of technostress for Finnish teachers?» This interesting paper is based on the analysis of questionnaires filled in by 2741 Finnish teachers. It provides significant insight into what causes teachers to experience stress and alienation when using information and communication technologies (ICT) in their classrooms.Tuulikki Keskitalo and Heli Ruokamo of Lapland University present a paper dealing with “Students’ Expectations and Experiences of Meaningful Simulation-Based Medical Education». Simulation in nursing education is a very rapidly developing area, and the students – as well as their teachers – have high expectation. This project is about student’s expectations and the very positive result from this study was that their experiences were even higher than their expectations.Hanna Vuojärvi, of the University of Lapland and Miikka Eriksson, of the University of Eastern Finland, have written the article «Using Mobile Tools to Support Meaningful Work-based Learning in Vocational Education» together. Their case study focused on meaningful work-based learning (WBL) and the pedagogical use of mobile information and communication technologies (ICTs) in vocational tourism education. It demonstrates how the use of smartphones was applied in the project and its usefulness in the student’s work with the learning material.Antero Lindstedt, Kristian Kiili, Pauliina Tuomi and Arttu Perttula, all from Tampere University of Technology, Pori department provide the paper called “A user experience case study: two embodied cognition user interface solutions for a math learning game». They have used a particular game development environment, Semideus, to test out how different user interfaces influenced. They found interesting differences, mainly in favour of the «tilting user interface».
Teachers’ Awareness of Guidelines for Quality Assurance when developing MOOCs
Authors: Ulf Olsson
Published: December 2021

This study focuses on teachers’ awareness of quality issues in relation to Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Semi-structured interviews were conducted with 20 teachers at six Swedish HEIs while they developed open courses (MOOCs). The interviewees’ comments are divided into five categories, but the overall finding shows that the teachers were not part of any transparent quality assurance system. This was despite the fact that there were several examples of quality assurance work. The result relates to prevailing standards and guidelines for quality assurance ESG (2015) and Conole’s (2016) characteristics of good learning. The question of the adequacy of a quality system for innovative activities is raised.
Examining value creation in a community of learning practice: Methodological reflections on story-telling and story-reading
Authors: Dingyloudi Filitsa , Strijbos Jan-Willem
Published: December 2021

Despite the abundant research on communities in various shapes and settings, examination of what community members gained from their participation remains a thorny issue. For this purpose, we adopted and refined the value creation framework developed by Wenger, Trayner and De Laat (2011) to divulge experienced values by community members through “scaffolded narratives” and categorization of the values reported through their stories. However, in doing so two methodological issues emerged – in particular in relation to “values”. This paper reports on our methodological reflection on the challenging process of capturing community members’ value creation within a community of learning practice. More specifically, we reflect on the following questions: (1) To what extent can the values that the participants originally intended to report be identified as such by the researchers/analysts’ without bias due to the researchers/analysts’ own perspectives? and (2) To what extent does a theoretically-driven pre-defined typology of values confine or enrich the range of possible values that can be identified? What adds to this challenging research endeavour is the concept of value in theoretical terms and its associated typologies. Hence, these methodological questions need to be discussed in order to comprehend both the phenomenon of value (creation) per se as well as how it is examined – as close to the participants’ reality as possible – since value creation is the driving force for the sustainability of a community.
Developing a TPACK measurement instrument for 21st century pre-service teachers
Authors: Valtonen Teemu , Sointu Erkko T. , Mäkitalo-Siegl Kati , Kukkonen Jari
Published: December 2021

Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21st century skills (Voogt & Roblin, 2012). These skills, particularly ICT skills, pose challenges for teachers and teacher education. This paper focuses on developing an instrument for measuring pre-service teachers’ knowledge related to ICT in the context of 21st century skills.Technological Pedagogical Content Knowledge (TPACK; Mishra & Kohler, 2006) was used as a theoretical framework for designing the instrument. While the TPACK framework is actively used, the instruments used to measure it have proven challenging. This paper outlines the results of the development process of the TPACK-21 instrument. A new assessment instrument was compiled and tested on pre-service teachers in Study1 (N=94). Based on these results, the instrument was further developed and tested in Study2 (N=267). The data of both studies were analysed using multiple quantitative methods in order to evaluate the psychometric properties of the instruments. The results provide insight into the challenges of the development process itself and also suggest new solutions to overcome these difficulties.
Nursing students’ attitudes towards ICT in education and clinic in Denmark
Authors: Kolbæk Raymond
Published: December 2021

It is well known that in an era of emerging use of ICT in nursing education and health care it is important to have knowledge of the attitudes towards ICT within the profession. However, nursing students and nurses have been notoriously reluctant to embrace/implement ICT in their work and studies.This paper focuses on the construction of ICT-habitus amongst bachelor nursing students displayed by four positions of attitudes that describe the ICT-habitus of the group of nursing students included [under consideration] in the study. Quotes from the students are used to support and illustrate the findings. The methodical approach was based on Pierre Bourdieu’s multi-faceted data collection approach and Steiner Kvale’s technical guidelines for interviewing were used for conducting focus group interviews.In order to carry out the construction a mapping of ICT implementation in the Danish primary and secondary education and nursing education from 1970 – 2001 was undertaken. A questionnaire concerning attitudes towards ICT in Healthcare was conducted amongst first year students and focus group interviews were completed. A bibliography and other sources has been included. These datasets made it possible to construct the field of ICT in nursing education and +to construct nursing students' ICT habitus and ICT capital, which was were categorized in four descriptive positions, called "The endorser", "The sceptic", "The adversary" and "The critical".These positions can be used for developing strategies for implementing ICT and development of e-learning in educational and clinical settings for nursing students, thereby contributing with new knowledge and understanding of the ICT-based learning context and the processes within.
Coming Back to Basic Concepts of the Context
Authors: Borgnakke Karen
Published: December 2021

The use of ethnographic approaches to explore innovative learning contexts places the concept of context at the centre of discussion on basic categories. Further, ethnography in Online-learning within a virtual context as well as shifts between online- and off-line contexts presents a challenge for ethnographic methodology and analysis. In this article I set out to address the challenge and reflect on the categories and models for empirical analysis. Going back to the basic concept of context and ‘text-in-context’ my aim is to discuss the ethnographic significance of the learning context thereby shedding light on the strong context markers. Examples will be adduced in relation to previous fieldwork in IT-upper secondary schools as well asin relation to current fieldwork in scholastic-, profession-oriented and academic learning contexts.
Ethnography in the Danish Veterinary Learning Environment
Authors: Nielsen Camilla Kirketerp
Published: December 2021

The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008). One possible solution mightbe to provide a safe, virtual environment (game-based) where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development) and an exploration of the academic (scholastic) and profession (practice) oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic) and profession (practice) oriented learning context of a veterinary course in Herd Health Management (Pig module),ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007). All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work) were followed.This paper will describe the project and it will focus in particular on the initial exploration of the veterinary learning context in terms of theory, empirical data and the methods.
Comparing the use of computer-supported collaboration tools among university students with different life circumstances
Authors: Eriksson Miikka J. , Rasi Päivi , Vuojärvi Hanna
Published: December 2021

The proportion of higher education students who integrate learning with various life circumstances such as employment or raising children is increasing. This study aims to compare whether and what kinds of differences exist between the perceived use of synchronous and asynchronous computer-mediated communication tools among university students with children or in full-time employment and students without these commitments. The data were collected in a Finnish University by the means of an online questionnaire. The results indicate that students with multiple commitments were using more virtual learning environments and less instant messaging (IM) especially when communicating with their peers. The low level of IM might be an indication of not being able to or not wanting to create close ties with their peer students. The practical implication of the study is that pedagogical choices should support different kinds of learning strategies. Students with multiple commitments, and especially students with children, should be encouraged and assisted to create stronger ties with their peers, if they are willing to do so.
Educational Expectations and Media Cultures
Authors: Missomelius Petra
Published: December 2021

This article investigates themedia-supported educational resources that arecurrently under discussion, such as OERs and MOOCs. Considering the discursive connection between these formats, which is couched in terms of educational freedom and openness, the article’sthesis is that these are expectations which are placed on the media technologies themselves, andthen transferred to learning scenarios. To this end, the article will pursue such questions as: What are the learners, learning materials and learning scenarios allegedly free from or free for? What obstructive configurations should be omitted? To what extent are these characteristics which are of a nature to guaranteelearning processes in the context of lifelong learning or can these characteristics better be attributed to the media technologies themselves and the ways in which they are used? What advantages or new accentuations are promised by proponents of theeducation supplied by media technology? Which discourses provide sustenance for such implied “post-typographic educational ideals” (Giesecke 2001 and Lemke 1998)? The importance to learners, teachers and decision-makers at educational institutions of being well informed as far as media is concerned is becoming increasingly apparent.
Theoretical analysis of three research apparatuses about media and information literacy in France
Authors: Kerneis Jacques
Published: December 2021

In this article, we compare three projects about mapping digital-, media- and information literacy in France. For this study, we first used the concept of “apparatus” in Foucauldian (1977) and Agambenian sense (2009). After this analysis, we called on Bachelard (1932) and his distinction between phénoménotechnique and phénoménographie. The first project began in 2006 around a professional association (Fadben: http://www.fadben.asso.fr/), with the main goal being to distinguish 64 main concepts in information literacy. This work is now completed, and we can observe it quietly through publications. The second project emanates from a research group (GRCDI: http://culturedel.info/grcdi/) that is still active. In 2011, GRCDI produced a status report, including future perspectives, which introduced the idea of transliteracy (media and information culture).The third project (Limin-R: http://www.iscc.cnrs.fr/spip.php?article1115) is an open group (media, information, computer science) with support from CNRS. We aim at mapping the web around these concepts, and in all three projects wiki tools have been used, which has been important for the success and limits of the collective action. This paper presents highlights and lessons learned, as well as ideas for further development.
Online dating and education
Authors: Fritze Yvonne , Nordkvelle Yngve
Published: December 2021

Taking its inspiration from Luhmann's communication theory, this article looks at online dating from the perspective of teaching and education. While Eros obviously plays an important role in regenerating the desire to communicate, this ardour is often absent from the domain of net-based teaching. The article explores those features of online dating characteristic of distance dialogue, and discusses the extent to which these can be transferred to communication in the teaching context. We further argue that participation in online dating increases communicators' competence and self-reflection.
Developing Contextual Knowledge Arenas in the Global Classroom
Authors: Oltedal Siv
Published: December 2021

The purpose of this article is to discuss challenges in the development of contextual knowledge arenas by focusing on: How the contextual perspective is brought into a master's program in social work; How the development of different knowledge areas offer a variety of learning for a group of international students; How to design an efficient and ethically reliable program to be offered for both off- and on-campus students. These topics are explored by analyzing reflections from students.
Tweens on the Internet - communication in virtual guest books
Authors: Enochsson AnnBritt
Published: December 2021

Today digital communication is a natural part of young people’s social life. It has increased drastically during the last few years, and there are still a lot of questions about what this means, and how this new media affects communication. This study focuses on young people of 11-13, i.e.the age between children and teenagers, also called tweens. In a large study, the overall aim is to see what communication in the Internet community LunarStorm means to them in their social life. This particular paper reports on the content of the asynchronous communication in the participants’ digital guest books, which is one of the main channels for communication between the participants. A group of 15 tweens from a small village in Sweden were studied when communicating in Sweden’s largest Internet community, LunarStorm. The research method used was what is usually described as cyber ethnography. The contributions in the participants’ digital guest books are not written by the guest book owners themselves, which means that the focus is on the collective aspects of this communication, and not from a specific children’s point of view. Qualitative analyses were made of the content of 947 contributions in the participants’ guest books in order to make a statistical analysis. Most of the participants’ communication was between friends in the same geographical neighbourhood concerning how things are going, what to do, when to meet and similar things. The contributions were divided into three categories: (1) Social chat (2) Chain letters, and (3) Messages incomprehensible to outsiders. The information-category was divided into three sub-categories depending on the emotions expressed. 44% of the total messages were considered as emotionally neutral information, 39% as kind or encouraging, and also with an aim to sort things out, and 6% of the total messages contained insults and elements of anger. Among the younger users of the Internet community LunarStorm, the main reason to participate seems to be to keep in touch with already known friends. Being part of an already existing group continues and develops online. The positive tone among the participants in the community and the possibility to express difficult feelings, which have been reported on earlier from LunarStorm, still seem to be present.
The Constant Transformation and Re-configuration of Educational Knowledge Through the Internet
Authors: Dobson Stephen , Hausstätter Rune Sarromaa
Published: December 2021

This essay explores the transformation and re-configuration of educational knowledge, where Norway occupies the position of a case and the goal is to develop concepts that are generative and might be applied to other countries. In order to understand changes in educational knowledge, the Internet and technological advances are important. The main theoretical perspective developed draws upon and transposes Burawoy’s understanding of public sociology into the field of education.  In general terms therefore, the goal is to generate and develop concepts that enrich an understanding of educational knowledge and its socio-cultural constitution. In traditional terms this might be called a sociology of educational knowledge.
The Digital Culture and -Peda-Socio- Transformation
Authors: Snyder Kristen M.
Published: December 2021

This paper presents a concept called the digital culture, which emerged during a five-year research project of online professional development networks for educators. Turning first to a discussion about the digital culture model, I suggest that technology is no longer solely a separate, objective entity in society. The integration of technology in human communication engages technology as part of the communication act and therefore as part of the process of creating meaning. Developing an awareness of the implications for behavior, norms and values, and meaning making is integral to understanding the digital culture. Following a conceptual explanation of the digital culture model, I explore the implications for education, both in relation to opportunities and points of concern. My intent in this paper is to raise awareness and stimulate dialogue among educators about the need to see technology integrated with pedagogy, communication, and organizational systems. While considerable research has addressed dimensions of technology in learning and societal development, educational systems have yet to develop a holistic model that integrates all four. I suggest that this is a missed opportunity not only for schools, but also for engaging youth in lifelong learning and social transformation.
Do students profit from feedback?
Authors: Raaheim Arild
Published: December 2021

Undergraduate students in psychology were given the opportunity to exchange the traditional exam with portfolio assessment. The students received written feedback, by way of a standard feedback form, on two of the three essays of the portfolio. To investigate whether students attend to and act on the feedback, a comparison was made between unofficial marks on the first draft of the first essay and the official marks on the full portfolio at the end of the semester. With approximately 20% of the first drafts being unacceptable in the end only 1.6% of the portfolios failed to reach the level of acceptance. The result is taken to indicate that the students did indeed attend to and profit from the written feedback.
Stealing Our Smarts: Indigenous knowledge in On-Line Learning
Authors: Carr-Chellman Alison A.
Published: December 2021

Tell me what you know….Knowledge  and knowing can be a very tricky thing.  Reflect on what you are fairly certain that you know. Self-certainty in human knowledge is a function of metacognition primarily.  This paper addresses how we know what we know about the most primal and fundamental functions in our everyday lives, and equates the ways in which technology has invaded such spaces as romance to the ways in which technology has begun to infiltrate our own understandings of learning.  Through an examination of indigenous knowledge, also thought of as folk knowledge, but meaning that knowledge which is resident within the learner themselves, this paper asserts that we need to move to more of a user-design (Carr, 1997) approach to online learning design and development.
Reflexivity and technology in adult learning
Authors: Selwyn Neil
Published: December 2021

It is argued by influential commentators such as Ulrich Beck and Scott Lash that we now live in a ‘reflexively modern' age. People are seen to now be free of the structures of modern society and driven instead by individualised opportunities to reflexively engage with their fast-changing social worlds and identities. Taking the notion of reflexive modernisation as its starting point, this paper explores the roles that information technologies (ITs) may play in supporting adults' reflexive judgements about, and reflexive engagements with, education and learning. Through an analysis of interview data with 100 adults in the UK the paper finds that whilst a minority of interviewees were using ITs to support and inform reflexive engagement with learning, the majority of individuals relayed little sign of technology-supported reflexivity when it came to their (non)engagement with education. For most people ITs were found, at best, to reinforce pre-established tendencies to ‘drift' through the formal education system. The paper concludes by considering the implications of these findings for ongoing efforts in developed countries to establish technology-supported ‘learning societies'.
How are technology-related workplace resources associated with techno-work engagement among a group of Finnish teachers?
Authors: Mäkiniemi Jaana-Piia Irene , Ahola Salla , Joensuu Johanna
Published: December 2021

Teachers perceive the digitalisation of teaching not only as demanding but also as an inspiring aspect of their work. Prior studies have mainly focused on teachers’ negative experiences, such as technostress. Therefore, the aim of the current study is to explore how technology-related workplace resources, such as technology-related self-efficacy and autonomy, predict teachers’ positive well-being, techno-work engagement. Based on prior studies, it was hypothesised that three technology-related job resources are associated with higher techno-work engagement and technology-related self-efficacy is associated with higher techno-work engagement. Data was collected from Finnish teachers and principals (N=183) via a web-based questionnaire as part of a larger research project. Most of the participants were female teachers. The hypotheses were tested with structural equation modelling. The key findings indicated that technology-related self-efficacy had strongest impact on techno-work engagement. In addition, technology-related autonomy and technology-related competence support were statistically significant predictors of techno-work engagement. The findings suggest that similar workplace resources, which predict general work engagement, are also relevant in the context of techno-work engagement. Some practical recommendations are made concerning enhancement of teachers’ technology-related self-efficacy at schools.
Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design
Authors: Bergström Peter , Mårell-Olsson Eva
Published: December 2021

This paper reports on a research study that scrutinised the student perspective on teachers’ different didactical designs from lessons in the one-to-one computing classroom. Specifically, the aim was to describe and understand three different clusters of didactical design in the one-to-one computing classroom from the student perspective. Each of the three clusters represents different interactions between teachers and students. The research questions embrace how the teachers or students, through the didactical design, will have an advantage over the other. The empirical material was based on student focus groups interviews, enhanced through the method of stimulated recall where different photographs of teaching and learning situations from the one-to-one computing classroom were shown to the students. The results demonstrate three empirical themes: students’ learning in class, students’ learning outside class, and classroom assessment. From a theoretical lens of power and control, the students’ reasoning demonstrates approaches to how teachers regulate students and to how students can make decisions in their learning process. For handling students’ demands, specifically in pedagogical plans, the one-to-one computing classroom becomes one component for making students’ learning processes smoother regarding when to study and how to study.
A Comparison Between Digital Competence in Two Nordic Countries’ National Curricula and an International Framework: Inspecting their Readiness for 21st Century Education
Authors: Siddiq Fazilat
Published: December 2021

This study investigates the objectives and competence aims in the digital competence curricula of two Nordic countries for compulsory education and an international framework, DIGCOMP. The main aim of the study is to analyze the visions and main features of the Norwegian and Swedish national curricula, and inspect the extent to which they align with the DIGCOMP framework. The results show that the underlying visions and objectives of the frameworks largely converge. However, there are large discrepancies between the national curricula and DIGCOMP regarding the structure, the content covered (e.g., competence aims) and the instructional aspects. The findings and their implications for researchers, policy makers and curriculum developers are discussed.
Self-stigma and cognitive fusion in parents of children with autism spectrum disorder. The moderating role of self-compassion
Authors: Pyszkowska Anna , Rożnawski Krzysztof , Farny Zuzanna
Published: December 2021

Background

Research shows that people with autism spectrum disorder and their families often experience social stigma. The internalization of social stigma can lead to the occurrence of self-stigma, understood as an internalized cognitive-affective self-directed and rigid process that results in individuals agreeing with stigmatizing opinions and applying them to themselves. Experiencing self-stigma can lead to a cognitive fusion with negative thoughts–especially those about oneself. Previous studies show that self-compassion reduces feelings of suffering, shame and self-stigma in a group of parents of children with autism spectrum disorder. The aim of this study was to test the relationship between self-stigma and cognitive fusion among parents of children with ASD. The moderating role of self-compassion as a protective factor was also verified.

Methods

The following questionnaires were used: Perceived Public Stigma Scale, Perceived Courtesy Stigma Scale, Self-Compassion Scale–Short Form, Cognitive Fusion Questionnaire, and Depression, Anxiety and Stress Scale. The study included 233 Polish parents of children with autism spectrum disorder (including 218 women).

Results

The results showed a positive correlation between fusion and both affiliate (r = 0.31, p < 0.001) and public stigma (r = 0.33, p < 0.001). Fusion and self-compassion were significant predictors of affiliate stigma. Self-compassion moderated the relationship between fusion and depression (β = −0.11, p < 0.05) and the relationship between fusion and stress (β = −0.11, p < 0.05). Cognitive fusion with negative beliefs about oneself can contribute to self-stigma. Defusion-oriented actions are an opportunity to distance oneself from emerging thoughts and eliminate their negative consequences. Self-compassion manifests itself in a compassionate and accepting attitude towards oneself and improves the individual’s well-being. Actions taken to strengthen the indicated factors could contribute to a better quality of life of parents of children with ASD.
On Binomial Transform of the Generalized Fifth Order Pell Sequence
Authors: Soykan Yüksel
Published: December 2021

In this paper, we define the binomial transform of the generalized fifth order Pell sequence and as special cases, the binomial transform of the fifth order Pell and fifth order Pell-Lucas sequences will be introduced. We investigate their properties in details. We present Binet’s formulas, generating functions, Simson formulas, recurrence properties, and the summation formulas for these binomial transforms. Moreover, we give some identities and matrices related with these binomial transforms.
Proximate Analysis and Antinutritional Factors of Water Melon Seeds (Citrullus lenatus)
Authors: Zainab H. B. , Aminu U. I. , Mustapha I. , Adam S. T.
Published: December 2021

Water melon (citrullus lanatus) is a flowering plant species of the Cucurbitaceae family. It is- rich in an amino - acid called citrulline and may help move blood through the body and widely used as flavouring agent and also contributes substantially towards obtaining a balanced diet. This research was aimed to evaluate the proximate and anti nutritional factors of the plant to ensure human and animal food security. The proximate composition was done by soxhlet extraction, AOAC, Kjeldhal and other standard procedures while anti nutrients were analysed using standard procedures. The results of the research revealed the proximate composition of the water melon seeds such as moisture content, crude protein, lipids, ash content, crude fibre and carbohydrate. Low moisture content (5.20±0.003) high proteins (17.844±0.012) and lipids (18.208± 0.004) with others detected in moderate amount was obtained. Anti - nutritional factors such as oxalate, phytate, cyanide, nitrate, and tannin were also analyzed which revealed low oxalate content (0.005± 0.003) with moderate amount of phytate (4.366±0141), nitrate (47.309±0.539) and cyanide (41.510±0.138). Therefore water melon seeds might be vital in maintaining an optimum nutritional status to avoid malnutrition, morbidity or mortality.