Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

International Journal of Computer-Supported Collaborative Learning - Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational...     

Distinct Fatty Acid Compositions of HDL Phospholipids Are Characteristic of Metabolic Syndrome and Premature Coronary Heart Disease—Family Study

HDL particles can be structurally modified in atherosclerotic disorders associated with low HDL cholesterol level (HDL-C). We studied whether the lipidome of the main phosphatidylcholine (PC), lysophosphatidylcholine (LPC) and sphingomyelin (SM) species of HDL2 and HDL3 subfractions is associated with premature coronary heart disease (CHD) or metabolic syndrome (MetS) in families where common low HDL-C predisposes to premature CHD. The lipidome was analyzed by LC-MS. Lysophosphatidylcholines were depleted of linoleic acid relative to more saturated and shorter-chained acids containing species in MetS compared with non-affected subjects: the ratio of palmitic to linoleic acid was elevated by more than 30%. A minor PC (16:0/16:1) was elevated (28–40%) in MetS. The contents of oleic acid containing PCs were elevated relative to linoleic acid containing PCs in MetS; the ratio of PC (16:0/18:1) to PC (16:0/18:2) was elevated by 11–16%. Certain PC and SM ratios, e.g., PC (18:0/20:3) to PC (16:0/18:2) and a minor SM 36:2 to an abundant SM 34:1, were higher (11–36%) in MetS and CHD. The fatty acid composition of certain LPCs and PCs displayed a characteristic pattern in MetS, enriched with palmitic, palmitoleic or oleic acids relative to linoleic acid. Certain PC and SM ratios related consistently to CHD and MetS.     

Networking relations of using ICT within a teacher community

The purpose of the present study was to examine the network structure of a teacher community in relation to their use of information and communication technology (ICT). The participants in the study were the 33 members of the teacher community of an upper comprehensive school from a suburban area of Helsinki, Finland. The methodology of the study was social network analysis. The participants were asked to assess their networking relations according to the following five dimensions: (1) providing technical advice regarding ICT, (2) providing pedagogical advice for using ICT, (3) collaboration regarding web-based learning, (4) acquiring new knowledge or ideas of web-based learning, and (5) informal interaction between the members of the community. The results indicated that there were a few central actors in the community who dominated technical and pedagogical knowledge exchange and to whom their colleagues actively turned when seeking advice. Two of the cognitively central actors represented hybrid expertise, a characteristic of which was to merge technological and pedagogical expertise in using ICT in education. These actors also tended to have their own external networking relations that helped them keep up their high level of competence. The participants’ ICT-related egocentric networks differed in size and density. There were some actors central in the network of informal interaction that were, simultaneously, peripheral in ICT-related networking activities. On the other hand, the central actors of ICT were not necessarily the socially central persons in the community. Four patterns of networking were identified in the analysis; The Counsellor offers advice actively without seeking information herself from colleagues; The Inquirer is an active seeker of ICT-related information capitalizing on her social relations; The Collaborator engages in collaborative efforts of web-based learning by using several media; and The Weakly Social prefers media rather than face-to-face contacts in his information seeking.     

Patterns of female and male students' participation in peer interaction in computer-supported learning

The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was carried out by qualitatively analyzing written notes logged by two grade 5/6 classes to CSILE's database over one academic year. The results of the study indicate that only one of the classrooms engaged in a progressive discourse focused on collaborative advancement of explanation whereas the other classroom performed more traditional learning tasks. Female students participated most actively in the progressive-discourse classroom whereas male students dominated discourse interaction in the other class, but the reasons for this are subject to debate. The investigators argue that the use of new technology should be thoroughly subsumed under pedagogical goals in order to facilitate female students' participation in computer-supported learning.