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Online communities depend upon the commitment and voluntary participation of their members. Community design - site navigation, community structure and features, and organizational policies - is critical in this regard. Community design affects how people can interact, the information they receive about one another and the community, and how they can participate in community activities. We argue that the constraints and opportunities inherent in online community design influence how people become attached to the community and whether they are willing to expend effort on its behalf. We examine two theories of group attachment and link these theories with design decisions for online communities. Common identity theory makes predictions about the causes and consequences of people's attachment to the group as a whole. Common bond theory makes predictions about the causes and consequences of people's attachment to individual group members. We review causes of common identity and common bond, and show how they result in different kinds of attachment and group outcomes. We then show how design decisions, such as those focused on recruiting newcomers versus retaining existing members, constraining or promoting off-topic discussion, and limiting group size or allowing uncontrolled growth, can lead to common identity or interpersonal bonds among community members, and consequently to different levels and forms of community participation by those so motivated.

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

PDF report on performance of foster youth in K-12 education in California. Long (116 pages). From the PND description of the report... California public school students in foster care tend to underperform their peers on standardized tests and comprise a distinct at-risk subgroup, a study by the Center for the Future of Teaching and Learning at WestEd finds. Based on an analysis of statewide data from the 2009-10 school year, the report, The Invisible Achievement Gap, Part 1 (116 pages, PDF), found that only 29 percent of California foster care students in grades 2 through 11 scored at "proficient" or "advanced" levels on the state standards test in English, compared with 40 percent of students of low socioeconomic status and 53 percent of all students in the state. Similar achievement gaps were found in mathematics, with 37 percent of foster care students in grades 2 through 7 testing at "proficient" or above, compared with 50 percent among low-SES students and 60 percent statewide; and between 12 and 13 percent testing at proficient or above in high school Algebra I and II, well below the 23 percent and 32 percent among low-SES students and statewide. Youth in foster care, who have the lowest rates of participation in California's statewide testing program, also are more likely to be African American, to be classified with a disability, to change schools during the academic year, and to be enrolled in the lowest-performing schools. Funded by the Stuart Foundation, the report also found that students in foster care have a single-year dropout rate of 8 percent - nearly three times the statewide rate of 3 percent and well above the 3 percent to 5 percent rate among other at-risk groups. In 2009-10, students in foster care also had the lowest high school graduation rate among at-risk groups, 58 percent, compared with 79 percent of low-SES students and 84 percent of all students in the state. "These findings help all of us understand that we have a long way to go

"The focus of this group is to share strategies and techniques for teaching and learning science."

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Social bookmarking websites enhance and improve the learning experience by encouraging group collaboration and making organizing and saving web resources faster and easier for students. Social bookmarking services offer greater scope for research, integration, and collaboration compared to the more traditional bookmarking applications such as browsers, which offer limited functionality. Among social bookmarking services, Diigo has features and functions that make it useful for the classroom, giving instructors tools for setting up groups of students, highlighting key information, and commenting.

In Keller, TX an elementary school club is learning and teaching their peers about Tafadzwa. What started as a group with an interest in Afrian music and musical instruments has now turned into a much larger group of three clubs incorporating art, drama, and music. It started with homemade insturments from PVC pipes and a teacher who was looking to inspire children with music. If only all educators were as dedicated and passionate about their careeers.

When I came across this article in the paper it made me think of current discussion we had about "Public Schools for Private Advantage". We had mentioned what may happen if academic programs began to focus more on what skills will be needed to get a job rather than programs that may not provide as much monetary gains.

In Keller, TX an elementary school club is learning and teaching their peers about Tafadzwa. What started as a group with an interest in Afrian music and musical instruments has now turned into a much larger group of three clubs incorporating art, drama, and music. It started with homemade insturments from PVC pipes and a teacher who was looking to inspire children with music. If only all educators were as dedicated and passionate about their careeers.

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20‐minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were free to watch the podcasts whenever and wherever they chose to. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and summative assessment results. Students agreed that the podcasts were effective in supporting learning and teaching on the course, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. There were no significant differences, however, in examination essay grades comparing cohorts prior to and post adoption of podcasts. The key to improving the student learning experience appears to lie not in adopting new pedagogy, but in reflexively developing the existing pedagogic strategies employed by both teachers and learners. Of primary importance is uniting the individual learning experience of podcasts with group exploration and critical discussion in a collaborative learning framework.

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APRENDIZAJE SIGNIFICATIVO Y AYUDA PEDAGOGICA Todas la propuestas curriculares sin excepción, en la medida en que transmiten proyectos educativos, participan de una determinada manera de entender el aprendizaje y, en consecuencia, de una forma concreta de concebir la enseñanza. En ocasiones, estas ideas se encuentra implícitas y sólo es posible acceder a ellas mediante el análisis de los componentes de la propuesta: a través, por ejemplo, del análisis de las finalidades, de los contenidos de aprendizaje, de su organización y secuenciación, de la naturaleza de las actividades de aprendizaje y de evaluación, etc. En otros casos, por el contrario, el punto de partida adoptado respecto de lo que significa la enseñanza y el aprendizaje aparece formulado explícitamente. Es obvio que en estos casos se facilita la comprensión de la propuesta en su conjunto, a la vez que se ofrece un instrumento para analizar la coherencia de los diferentes componentes de la misma. Las propuestas curriculares elaboradas de acuerdo con el modelo expuesto en el número 139 de Cuadernos de Pedagogía (julio-agosto, 1986) pertenecen, por definición, a la segunda de las categorías anteriormente enunciadas. En efecto, dicho modelo parte de una serie de teorías y explicaciones psicológicas y psicopedagógicas pertenecientes a lo que podemos denominar, en un sentido amplio, un enfoque cognitivo. Adoptando una perspectiva fundamentalmente integradora que se apoya en los puntos de acuerdo entre dichas teorías, se establecen una serie de principios básicos que informan el modelo en su totalidad y que constituyen su fundamentación psicodedagógica. Vale la pena subrayar el hecho de que los aspectos más «técnicos» del modelo -análisis del qué, cómo y cuándo enseñar y evaluar, niveles de concreción, estructura curricular, etc.- se hallan en estricta continuidad con los principios psicopedagógicos establecidos, de tal modo que cobran su verdadero sen

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Best Practice Guide on Technology Enhanced Learning Following a call for case studies earlier in the year, the UCISA Academic Support Group has now put together a Best Practice Guide on engaging academics in the use of Technology Enhanced Learning (TEL). The guide contains ten case studies which look at a variety of methods for engaging academics such as: * Setting up communities of practice; * Developing intensive training and support programmes; * Incorporating TEL into Postgraduate Certificate courses; * Encouraging academics to publish their research in TEL. Each case study describes the activity and the approach taken, provides an evaluation of the activity and discusses future developments and transferability.

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Sorted alphabetically Research and evidence around Augmentative and Alternative Communication and associated topics. Augmentative and Alternative Communication (AAC) is the term used to describe methods of communication which can be used to add to the more usual methods of speech and writing when these are impaired. For more information on AAC, see: http://www.communicationmatters.org.uk/