Search results

This chapter outlines some theoretical, historical and analytical themes covering national, trans-national and international trends in open education. It starts by looking at the social, economic and political drivers for education systems in general, and how openness has been used to widen access through attacking the iron triangle of education: access, quality and cost (open as a door). It then looks at the more recent technological and ideological developments that have aided openness (open as a book); including the central role that open licensing of digital materials (open as a right) has played in changing the social and economic drivers of education and in particular open educational resources. Next, it looks at the importance of open innovation, social innovation and communities of practice for open education (open as a relationship) and includes a comparison between the development of open source software and the development of open educational resources. It goes on to consider the impacts of all these on national and international policy (open as a border) before reviewing the social and economic role of open education from the perspectives of lifelong learners, students, educational institutions and educational publishers (open for business in the future). The chapter concludes by forecasting possible trends in open education for the next 15 years.

This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.

An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO₂ emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.

The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.

New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.

Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.

Purpose – This chapter observes the dynamics between various aspects of current pop music production, particularly in respect to digital culture, and the preservation and access challenges faced by a wealth of analogue sound artefacts. I argue for the need to consider the activity of ‘fringe piracy’ – that is online music distribution that specialises in out-of-print analogue editions and bootleg trading – as worthy of civic merit: as participatory heritage recovery, preservation and dissemination.

Methodology – I narrate and interpret a series of contexts pertaining to deep changes in popular music production and consumption in the last decade. I will do so primarily by focusing on online activity, while unravelling its relationships with traditional modes of music production, dissemination and consumption (i.e. the music industry as defined by vinyl records, cassettes and CDs throughout the second half of the Twentieth Century). I further contrast the mechanics of ‘grey areas’ of online music access against mainstream web platforms such as iTunes. The author has performed extensive participant observation throughout various online platforms in the last decade, particularly the ones mentioned along the chapter. Additional content has been developed as a consequence of both online and offline discussions, as well as conference panels and symposia (Codebits, 2010; South By South West, 2011; Syracuse University London, 2011).

Findings – I argue that the current, wide field of possibilities for music production and dissemination stands in radical contrast with an ongoing and strengthened orthodoxy on the part of media labels and distributors. I further argue that, in contrast with this orthodoxy that stems from consumer culture, an exponential availability of recording and editing tools is encouraging a discreet civic mission of digital transcription, and subsequent historical preservation, of analogue artefacts that would otherwise face the prospect of fading into obscurity and possible definitive loss. This, however, seems to be occurring in gradual oblivion of contextual placement, but rather in line with a culture of interchangeable sampling of a purely sensorial and/or affective nature.

Originality – Most debates on the subject of music piracy tend to focus on a polarisation of the underlying issues, while mainly addressing its legal and political aspects. There is a need to unravel the cultural, aesthetic and civic parameters that emerge from a phenomenon that is, ultimately, anything but polarised: instead, one finds it is paved with complexity and ambivalence.

This study aimed to find out the web content accessed by university students and to compare the level of interaction with real-life friends and online friends.

In this study, the quantitative research design used, and the researcher collected data through the survey method. The population comprises all undergraduate students at the University of the Punjab, Lahore. The sample of 320 students, age ranges from 18 to 22 years from eight selected departments, collected through a simple random sampling technique and after extraction 284 questionnaires evaluated by using Statistical Package for Social Sciences (SPSS).

The findings of the study showed that students preferred activities on the Internet is to access social networking sites. Additionally, the mobile phone is the most commonly used device among university students to access the Internet. Furthermore, students mostly used Facebook to keep in touch with their old friends and talk on different topics more easily with their online friends as compared to real-life friends. The study also shows that the results of both the hypothesis are significant; therefore, no difference exists regarding time spent on the Internet in real-life friendship patterns and online friendship patterns.

The research was used to find out the difference between the online friendship and real-life friendship patterns of the two groups who use the Internet for less time and who spend more time on the Internet among the university students.

This paper aims to compile an annotated list of films about or pertaining to the artist Andy Warhol.

Films were located using library catalogs, databases and online searches. Selections were evaluated through inspection and both academic and popular film reviews. Inclusion was predicated not only on subject matter and merit but also on availability either on home media or online.

Warhol’s many artistic creations can be introduced and evaluated using a combination of visual and auditory representation. Movies and television (TV) depicting Warhol through dramatization, primary source film, biographical documentary and his art in the context of other artists and movements are readily available through a variety of media.

The selected titles provide a comprehensive introduction to the scholarly analysis of Warhol’s art and work through a format that allows the most extensive representation of Warhol’s artistic output.

Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.

The criticisms put forward against economic impact studies lead to a key question: “Is it possible to measure the impact of sporting properties and events in a holistic, conservative, and reliable way?” This research endeavors to build on the academic literature to add to the scope and rigor of economic impact research by proposing an impact assessment process model for practitioners that facilitates employment of a holistic, conservative and reliable impact study and seeks to address these concerns.

Using seven identified key realities that highlight the challenges facing impact studies, and adopting a collaborative self-ethnographic methodological approach, the work highlights lessons learned from four empirical economic impact studies undertaken by the authors over a five-year period.

The study provides a broad view of impact studies, which extend beyond financial implications and provides a more inclusive methodology. Particularly, the proposed impact assessment process model seeks to improve the credibility of impact studies by facilitating a holistic approach that incorporates direct, indirect and intangible impacts.

The proposed model has value to researchers and is designed to improve the overall credibility of economic impact methodology. It also provides a more accurate measure of direct impact while considering intangible and indirect impacts, including social/community impacts.

The proposed model has value to and practitioners and is designed to improve the overall credibility of economic impact methodology. It also provides a more accurate measure of direct impact while considering intangible and indirect impacts, including social/community impacts.

The proposed process model to measure the impact of a sports event is a needed element in the world of funding, managing and implementing events of all sizes.