bluuebunny/crossref_metadata_2025_split huggingface dataset:
Online knowledge construction in networked learning communities
Authors: Lee Lai Har Judy , Rahmat Rozi Binte , Lim Poh Heng , Lin Li , Tan Toh Hwee 
Published: October 2024

Networked Learning Communities (NLCs) comprise individuals from different schools or organisations collaborating with one another in purposeful and sustained professional development (Jackson & Temperley, 2007). Knowledge construction is central to the work of NLCs as networked learning entails the construction of new knowledge by tapping members’ personal practitioner knowledge and the public knowledge base. In Singapore, some NLCs sustain their professional learning through online interactions in collaboration groups within "One Portal All Learners (OPAL)", a learning and content management system developed by the Ministry of Education (MOE). This paper outlines a project that studied knowledge construction within 10 OPAL collaboration groups created by NLCs (“ONLCs”), the roles adopted by the members, and the factors that influenced members' participation in knowledge construction within the ONLCs. According to the Interaction Analysis Model (IAM) by Gunawardena, Lowe, and Anderson (1997), knowledge construction in online collaborative environments progresses over five levels: (a) sharing and comparing of information; (b) discovery and exploration of dissonance or inconsistency among ideas; (c) negotiation of meaning; (d) testing and modification; and (e) application of newly-constructed meaning. Findings revealed that the majority of the online knowledge constructions were at the level of sharing and comparing of information. Six possible factors that influenced members' engagement in knowledge construction in the ONLCs were identified through focus group discussions. The factors identified were (a) a structured approach for enacting NLCs, (b) organisational support, (c) a conducive environment that enables trust to be built among members, (d) shared ownership among members, (e) a culture of sharing that prioritises higher levels of knowledge construction, and (f) OPAL as an enabler. Using findings from the study and from literature, an implementation framework was developed to promote knowledge construction in ONLCs. The implementation framework was field-tested by four NLCs and then refined based on feedback gathered. The feedback gathered on the implementation framework was generally positive and participants found it to be comprehensive, although many felt that the efficacy of the implementation framework to support online knowledge construction may be limited by the affordances of the online collaborative workspace being used. However, the key to raising the level of knowledge construction could lie in nurturing a conducive environment and a culture of sharing, and fostering shared ownership. These three factors can work together to shape the dynamics within the NLC, to help members recognise the importance of co-owning and co-leading the NLC's professional learning.
The Epistemic Practice of Networked Learning
Authors: Hodgson Vivien , McConnell David 
Published: October 2024

This paper has two aims; first to understand how networked learning has developed as a field and educational approach in the last 20 years; and second to consider the contribution the Networked Learning Conference has had to the development of the field. To achieve this we conducted a survey of people who have regularly presented or published papers from the Networked Learning Conference (NLC) since its inception in 1998. The purpose of the survey was to understand the role the conference has played for them in the development of their thinking and ideas over time, and what this means for the theory, pedagogy and practice of networked learning.In order to provide a context in which to examine respondents’ experiences of networked learning, we situate the paper in the current definition of the term. Since the first conference in 1998, the definition of networked learning has come to be defined as involving the key characteristics of learning community; connections; reflexivity; criticality; collaboration; and relational dialogue.Our survey involved sending an email to 30 NLC participants in which we asked them to respond to five questions about their experience of the conference. 21 responses were returned. In general, many people felt that networked learning gives a frame of reference where the conference enacts the values of networked learning as a research community. We thus argue in the paper that a closer examination of the NLC offers an interesting opportunity to re-evaluate key characteristics and values associated with networked learning, which informs us of networked learning as a social practice.To achieve this, we focus in depth on four areas that figured particularly strongly in the analysis and which we believe are worthy of further discussion. They are critical space, community, scholarship, and developing practice. We found there was a degree of overlap and interaction between these areas, and that together these four areas constitute key aspects to the way way the networked learning conference 'institutionalises' networked learning as a practical accomplishment.
Symposium 2: Virtual networks and the new definition of Knowledge
Authors: Burkle Martha , Duart Josep M. 
Published: October 2024

The radical transformation of knowledge access and knowledge production for teaching and learning that higher education institutions around the world are currently experimenting due to the use of technologies and virtual networks, constitutes a platform from which to build new networked learning and new academic interactions. The possibility of instant access to multiple resources of information is transforming the way users around the world access, produce and learn knowledge. However, this significant transformation has not always been echoed by a formal policy agenda at the institutional level. There is still a big gap between technology applications in higher education, and the creation and application of policy strategies to enhance and to regulate these interactions. This paper explores the impact of the Internet in teaching and learning processes at the start of the 21st century and examines the opportunities to stimulate discussion towards policy creation. A discussion about Internet access and differences between Universities in Europe and Africa is introduced. The authors examine the connectivity between users, contents and technologies, and provide a platform for reflection from which to examine the role of the Internet and the creation of virtual environments as important participants of this transformation. Complex processes of knowledge access and knowledge transformation are explored in the framework of policy analysis within higher education institutions around the world.
Pathways to Openness in NWL Research
Authors: Raffaghelli Juliana Elisa 
Published: October 2024

Open Science is an approach promoted by the European Commission that has been developing internationally for about ten years. In the field of research on NWL, however, the difficulties for opening up research have led to intrinsic, ongoing debates. A subtle aspect of this situation relates the poor appropriation and utilisation of scientific research products in the pedagogical field by potential users (stakeholders in the education and training system). As a matter of fact, educational data extracted from Learning Management Systems and Social Networks pose ethical problems as well as data literacy challenges both for the researchers (making data readable and usable) and the end users (reading and using data). Therefore, the specific case of Open Data (a relevant and innovative part of the Open Science scheme) should be discussed as a resource for NWL research. Data produced in this field is not limited to educational data-mining procedures, but encompasses a variety of research methodologies that yield diversified types of data, which in time implicates diversified ways of treating, sharing, and using them. Learning some of these principles and tools, and discussing them in the context of our current practices as researchers in the field of NWL, could be a starting point toward unraveling problems and coordinating efforts for further action.
The digitisation of knowledge produces hybrids
Authors: Perrotta Carlo 
Published: October 2024

This paper offers a conceptual analysis of Massive Online Open Courses (MOOCs) that draws on Actor Network Theory (ANT). MOOCs are viewed as part of a hybrid collection of events, technologies, networks and interests: an "assemblage" where discourse, materiality and sociality are bound up in each other. The ANT-derived notion of ontological politics is used as a broad framework to discuss the negotiations and performances that confer reality to the MOOC assemblage. In particular, the paper focuses on those features of the MOOC phenomenon that relate to, and stem from, the sociotechnical apparatus of digitisation technology. Digitisation is viewed as a "black box" that seemingly operates as a unity, but in fact is a multifaceted, messy, networked phenomenon in its own right that encompasses a wide range of actors, relationships and practices. Exploring the internal workings of such black box uncovers interesting ramifications and taken-for-granted assumptions that can shed light on the MOOC phenomenon. In particular, the paper argues that digitisation technology is associated with the emergence of a hybrid actant: the DVR (Digital Video Recorder) Teacher. A parallel is drawn between the "interactive affordances" of digital instruction and the playback and cataloguing options that have contributed to massive shifts in TV viewing habits: pause, rewind, fast-forward, download, indexing, collecting, organising, uncommitted viewing. The paper's chief contention is as follows: the properties of digitisation technology, and the related economic dealings, have contributed to the assimilation of academic instruction into the ontological space of digital TV watching, with its HCI (Human-Computer Interaction) apparatus. Discussing the nature of MOOC attendance, the paper suggests that Digitisation technology (software platforms and algorithms) contributes to the creation of an "entity" (the DVR Teacher) that encapsulates "interactive high quality academic content in a high-production quality presentation". The DVR teacher is further described as an artefact in the service of a neoliberal project of commoditised, pick-and-mix self-improvement, which recruits digitisation to meet a growing demand for "upgrades to the self". Discussing patterns of MOOC attendance, the paper argues that a new breed of "academic content watcher" may be on the rise - one for whom the existential rewards of browsing and tinkering with MOOCs overshadow whatever use value the original, "certifiable" content knowledge may have possessed. In this respect, the real “innovation” of MOOCs lies solely in the offer of (relatively) novel opportunities to enlist the consumption of knowledge for the production of subjectivities.
Damaged and refractive teaching and learning practices in international developing university contexts
Authors: Shah Uzair , Hodgson Vivien 
Published: October 2024

While research is available that explores teachers' use of learning technology within western contexts, there is less research that provides insights into teachers' use of learning technology within non-western contexts. Currently we know little about higher education within developing contexts in terms of the prevailing pedagogical understandings and practices, the use of learning technology, and the contexts within which these practices are embedded. Similarly although there is evidence available on potential barriers faced by teachers in using learning technology within western contexts, we know little about the nature, scope, scale and influence of potential barriers teacher may face when teaching in less developed contexts. We do however know that there is within the field of networked learning an increased recognition that contextual aspects both influence and effect pedagogical practices.
This paper consequently aims to shed light on teachers' experience of using learning technology in less developed countries and, more specifically, elaborates on the influences contextual realities have on the use of learning technology and pedagogical practices. It builds on previously reported work that examined the variation in pedagogical understandings of using learning technology in a public university in South Asia. In that study five different ways of teachers' understandings of using learning technology were identified. Further analysis and review of the data identified an additional aspect influencing the ways teachers understood and experienced the use of learning technology which is ‘response to contextual limitations'. This aspect is associated and related to the socio-economic and technical context within which the teachers operated. In the paper we examine the teachers' different responses to contextual limitations within their pedagogical practices in more detail. The teachers' descriptions of experiences suggested their response to the contextual limitations varied from passive to active. Further some participants described their teaching experiences as ‘damaged' as the contextual limitations prevented them from using learning technology and teaching students according to what we describe as their embodied pedagogical understandings. In the paper we argue that due to these contextual limitations, the teachers' actual practices are refractive practices, as their actual practices seem to bend away from their pedagogic understanding and intentions. The paper elaborates on the two notions of damaged teaching experiences and refractive practices and concludes with potential implications for networked learning in universities located in less developed countries.
Synchronous or Asynchronous? That is the Question
Authors: Basquill Jacqui 
Published: October 2024

As distance and blended learning becomes more popular with both students and Higher Education Institutes (HEI), methods of developing student engagement and experience are becoming increasingly more important. This investigation examines a case study of three programmes delivered at one HEI. The programmes were part of a pilot project employing an online classroom to develop synchronous communication. This study examined the development of a Networked Learning Community using both synchronous and asynchronous communication. The findings highlighted a variety of issues such as the importance of tutor experience of online teaching, positive experiences using the online classroom which develops social capital, enhances students’ self motivation and the importance of preparing students to engage with online programmes before they begin.
Distance learning is growing rapidly, increasing the need for effective communication strategies (Allen & Seaman, 2011; Durrington et al 2006). As there is little or no face-to-face interaction, it is important for online instructors to establish their presence in the course to ensure students feel there is a familiar presence with whom they can relate to. There are a variety of ways to accomplish this, through communicating with students on a regular basis, sharing course content, and building a sense of community within the class (Palloff & Pratt, 2003). Using web 2.0 tools can enhance instructor presence through a wide array of collaborative learning experiences (Solomon & Schrum, 2010), one way of addressing this issue is to use an online classroom. There are a many on line classrooms available to Higher Education Institutes (HEI) and there is a lot of evidence to support their use in blended/distance programmes (MacDonald, 2008). Studying the current module has developed my interest in methods of communication and student engagement in order to develop a Networked Learning Community (NLC). Improving student engagement in an online programme is an on-going issue that many researchers are trying to find the answer to. This paper investigates the findings from a project using an online classroom involving fifteen programmes which have used synchronous communication to support the online students' experience. The findings highlight the importance of tutors understanding the different needs of online students and how traditional pedagogy must be adapted to meet these needs in an online environment. Use of a combination of synchronous and asynchronous approaches was found to have the most success, however tutor presence was the essential element in ensuring student satisfaction and achievement.
ІНТЕГРОВАНИЙ ПІДХІД У НАВЧАННІ ГЕОГРАФІЇ (НА ПРИКЛАДІ ВИВЧЕННЯ КУРСУ НУШ «ГЕОГРАФІЯ», 7 КЛАС)
Authors: Слюсар Ольга 
Published: October 2024

У науково-методичній статті висвітлено актуальну проблему, присвячену вивченню педагогічної інтеграції як категорії навчання. У процесі написання роботи з’ясовано різні підходи вчених різних країн до трактування названого поняття з погляду тлумачення його сенсу. З’ясовано суть і завдання інтегрованого підходу до навчання географії, визначено й розкрито основні аспекти його реалізації. Виокремлено особливості сучасного інтегрованого уроку в Новій українській школі. Подано приклад реалізації етапів технологічної схеми інтегрованого навчання географії, історії України та всесвітньої історії (інтегрований курс), алгебри та / або геометрії (за підручником «Географія» 7 клас).
МИКОЛАЇВСЬКИЙ ПЕРІОД НАУКОВО-ПРОСВІТНИЦЬКОЇ АКТИВНОСТІ ОЛЕКСАНДРА ЯНАТИ
Authors: Волос Ольга 
Published: October 2024

У науково-публіцистичній статті на основі широкого кола джерел простежено процес нагромадження і поширення у просторово-часовому вимірі природничих знань серед місцевого населення миколаївського краю на початку XX століття. Уперше акцентовано на вагомих результатах науково-дослідної роботи Олександра Алоїзовича Янати (1888–1938) на початку становлення професійної кар’єри молодого вченого, що пов’язана з Миколаївщиною. Докладно розглянуто його діяльність як організатора й активного діяча Миколаївського товариства любителів природи, ініціатора видання регіонального природничого журналу, активного учасника науково-популярних заходів, які проводили члени миколаївського наукового осередку. З’ясовано організаційно-просвітницьку роль Олександра Янати в екскурсійній діяльності Товариства, популяризації природничих мандрівок серед громадськості краю.
Медико-психологічні предиктори емоційно-поведінкового періоду материнства
Authors: Бегеза О. С. 
Published: October 2024

Being in a war area or during regular rockets or artillery attacks, the inability to leave the location of a pregnant woman or a woman in postpartum period can affected the psycho-emotional condition of a woman. Therefore, in today's context, attention should be focused on creating predictors and identifying factors that can negatively affect a pregnant woman, the duration of pregnancy and labor, and the postpartum period. During pregnancy, one of the physiological changes in a woman's body is a change in the functioning of the nervous system. This is because during the implantation of the blastocyst, several types of receptors send impulses to the central nervous system, where information is received, scanned and analyzed in the cerebral cortex and produces the phenomenon of increased excitability. As a result of physiological transformations of this increased excitability, due to physiological mechanisms, it is transformed and reduces the excitability of the nervous system for the formation of the embryo and its complementary structures. As a result, pregnant women may experience psycho-emotional changes, sometimes with an unstable duration, mood changes, fatigue or drowsiness, sometimes obsession with pregnancy and worries about the correct growth of the fetus in the womb or various effects or nutritional factors (consumption or exclusion of certain foods or drinks) that may negatively affect it. The factors affecting the psycho-emotional condition during pregnancy (prenatal period) are identified and analyzed: external, social, economic, physiological, psychological, emotional and willed. The factors affecting the psycho-emotional well-being of women in the postnatal period are analyzed: medical, emotional and psychological, and communicative.
Viabilidade financeira e econômica de sistema de produção agroflorestal: uma revisão integrativa
Authors: Ferraz Ibirá Ferro , Souza Mayara Andrade , Sant'Anna Selenobaldo Axelinaldo Cabral de , Leite Maria José de Holanda , Pessoa Taciano , Silva Juliane Cabral , Campêlo Bianca Seixas , Silva Cícero Barbosa da , Almeida Daniel dos Santos , Santos Jordana Alexandre de Oliveira 
Published: October 2024

Os estudos sobre viabilidade econômica e financeira podem ser considerados um meio indispensável no processo da tomada de decisão para os produtores rurais, proporcionando um meio detalhado de para onde o seu capital estaria sendo utilizado tais como os custos, as receitas, e os riscos envolvidos do empreendimento. Este controle se faz necessário para que possa identificar a existência da viabilidade econômica e financeira da propriedade, dessa forma, este trabalho tem como objetivo realizar uma revisão integrativa sobre a viabilidade econômico-financeiras da agricultura familiar no Brasil no período compreendido entre 2011 e 2021 A revisão integrativa, Para fazer a pesquisa dos artigos foram realizadas buscas em bases de dados selecionadas devido a sua importância Biblioteca Digital Brasileira de Teses e Dissertações – BDTD, Scientific Electronic Library Online – SciELO, Periódicos. Capes e Google. Acadêmico. Na busca dos arquivos relacionando ao assunto foi utilizado os seguintes descritores e suas combinações: “Viabilidade Financeira” AND “Agricultura Familiar” e “Viabilidade Financeira” AND “Sistema Agroflorestal”, como também foram selecionados os idiomas, português, espanhol e inglês. Foram encontrados 112 artigos com os descritores nas bases pesquisadas, depois de aplicado os critérios de inclusão e exclusão ficaram 17 artigos para os estudos. nota-se que, em todas as regiões houve pelo menos uma publicação e que foram em eventos no Brasil, foi extraído qual a região e unidade federativa, o ano, autores, e os indicadores financeiros. todos os índices apresentados foram positivos, no caso do TIR porcentagem sempre superiores a 7%, e R B/C superior a 1. Com o estudo realizado observou-se que a quantidade de informação sobre a temática SAF é cada vez maior, devido à preocupação com o meio ambiente. porém estudos com a viabilidade financeira dos SAFs são praticamente inexistentes, nos períodos estudados de 10 anos apenas 17 artigos abordava a temática.
Raloxifene as a neuroprotectant in an in vitro model of perinatal asphyxia
Authors: Errandonea Constanza , Capani Francisco 
Published: October 2024

Introduction: perinatal asphyxia is one of the most common causes of morbidity and mortality in the neonatal period, with preterm newborns being the most affected and it is more frequent in developing countries. Objective: to describe the use of raloxifene as a neuroprotector in perinatal asphyxia.Method: a review of the literature selected by the authors was carried out, obtained through reference search engines, in which topics related to perinatal asphyxia and all the alterations produced by this pathology are included.Results: applying raloxifene to 7-day-old male Sprague-Dawley rats, which were submitted to a ligation of the common carotid artery, we obtained as results a decrease in the production of free radicals, among other processes, favoring neuronal viability through the conservation of mitochondria functions.Conclusion: in view of the lack of pharmacological treatments, certain international organizations, such as the World Health Organization and the United Nations Children's Fund, have emphasized research into new therapeutic alternatives. Today there is only one type of treatment approved and used for newborns suffering from perinatal asphyxia, therapeutic hypothermia. The use of raloxifene in a murine model promises to be an alternative, although it is still under investigation