University of Lincoln

About: University of Lincoln is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Population & Higher education. The organization has 2341 authors who have published 7025 publications receiving 124797 citations.

The assessment of practical work in school science

Abstract: This article reviews how practical work, including practical skills, is currently summatively assessed in school science in a number of countries and makes comparisons with how other subjects, such as music and modern foreign languages, summatively assess skills. Whilst practical skills in school science are clearly valued as being of importance, there is a lack of clarity as to what these skills actually are and how they might, most effectively, be validly assessed. Countries vary greatly in the extent to which they employ what we term ‘Direct Assessment of Practical Skills’ (DAPS) or ‘Indirect Assessment of Practical Skills’ (IAPS). Each of these approaches has advantages and disadvantages but we conclude that too great a reliance on IAPS reduces the likelihood that practical work will be taught and learnt as well as it might be.

Exploring mischief and mayhem in social computing or: how we learned to stop worrying and love the trolls

Abstract: In this paper, we explore the role of mischief as borderline socially acceptable behaviour within social computing applications. Mischievous activity pushes the boundaries of the implicit social contract present in all online social systems, and, we argue, is of vital importance understanding online social interactions. Using examples from games and other applications, we explore mischief as an act of appropriation, which reinterprets mechanics defined by developers in unexpected and sometimes upsetting ways. Although frequently interpreted as negative and anti-social behaviour, we argue that mischief serves a vital social role, and find surprising richness in the chaos.

History on Television

Abstract: In recent years non-fiction history programmes have flourished on television. This interdisciplinary study of history programming identifies and examines different genres employed by producers and tracks their commissioning, production, marketing and distribution histories. With comparative references to other European nations and North America, the authors focus on British history programming over the last two decades and analyse the relationship between the academy and media professionals. They outline and discuss often-competing discourses about how to ‘do’ history and the underlying assumptions about who watches history programmes. History on Television considers recent changes in the media landscape, which have affected to a great degree how history in general, and whose history in particular, appears onscreen. Through a number of case studies, using material from interviews by the authors with academic and media professionals, the role of the ‘professional’ historian and that of media professionals – commissioning editors and producer/directors - as mediators of historical material and interpretations is analysed, and the ways in which the ‘logics of television’ shape historical output are outlined and discussed. Building on their analysis, Ann Gray and Erin Bell ask if history on television fulfils its potential to be a form of public history through offering, as it does, a range of interpretations of the past to and originating from or including those not based in the academy. Through consideration of the representation, or absence, of the diversity of British identity – gender, ethnicity and race, social status and regional identities – the authors substantially extend the scope of existing scholarship into history on television History on Television will be essential reading for all those interested in the complex processes involved in the representation of history on television.

Towards a typology for conceptualizing the roles of teaching assistants

Abstract: This paper examines the evolution of the role of Teaching Assistant (TA) in particular since Estelle Morris's seminal speech in 2001. It argues that, while the TA role is only one among many support staff roles in schools, it suffers from lack of precise definition. The paper uses research and literature to create a typology of TA roles with a view to clarifying the employment and training of TAs. It notes the shifts in government thinking on this contentious issue.

ENRICHME: Perception and Interaction of an Assistive Robot for the Elderly at Home

Abstract: Recent technological advances enabled modern robots to become part of our daily life. In particular, assistive robotics emerged as an exciting research topic that can provide solutions to improve the quality of life of elderly and vulnerable people. This paper introduces the robotic platform developed in the ENRICHME project, with particular focus on its innovative perception and interaction capabilities. The project’s main goal is to enrich the day-to-day experience of elderly people at home with technologies that enable health monitoring, complementary care, and social support. The paper presents several modules created to provide cognitive stimulation services for elderly users with mild cognitive impairments. The ENRICHME robot was tested in three pilot sites around Europe (Poland, Greece, and UK) and proven to be an effective assistant for the elderly at home.