PAU Education

In the attentional bias (AB) phenomenon, eating disorder (ED) patients show a tendency to pay more attention to self-attributed unattractive body parts than to other body parts. However, little research has focused on gender differences in body-related attention, controlling for body dissatisfaction (BD). This study aimed to assess gender differences in AB toward specific weight- or nonweight-related body parts using a virtual reality (VR)-based embodiment technique and an eye-tracking AB assessment. Forty-five women (23 with high BD and 22 with low BD) and 40 men (20 with high BD and 20 with low BD) were subsequently embodied in three virtual avatars, the first based on the participant's actual measurements, the second being larger than the participant, and the third being the same as the first avatar. The number of fixations and complete fixation time on weight-related areas of interest (W-AOIs) and nonweight-related areas of interest (NW-AOIs) were recorded for the three assessment time/avatars. The results showed a statistically significant interaction between gender and time for total fixation time and number of fixations (p < .05). BD levels did not significantly affect the results. Overall, women paid more attention to the W-AOIs than men, who in turn paid more attention to the NW-AOIs. Furthermore, preliminary evidence was found for an AB toward muscular-related AOIs among men. This study provides new information about gender differences and BD in gaze pattern behaviors. Future psychological ED assessments and treatments could take advantage of the possibilities of VR while real-time AB is objectively measured.

Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider.

Abstract Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics and teacher inquiry. This synergy is demonstrated in the form of C omputer S upported C urriculum A nalysis, D esign and E valuation for S cience E ducation in A frica ( CASCADE ‐ SEA ), a computer‐based support tool that assists teachers in creating exemplary lesson materials for secondary level science and mathematics in southern A frica. The purpose of the present study is to articulate how teachers might be supported in the synergistic processes that are integral to educational design. It does so by revisiting existing data collected during the design, development and evaluation of CASCADE ‐ SEA , and sharing the results of a retrospective analysis in light of recent developments in learning analytics, learning design and teacher inquiry. The retrospective analysis revealed insights related to each of the aforementioned themes. For learning analytics, those were social structures of learning and teaching practices; pedagogy‐driven collection and analysis of data; and the use of data to inform teaching and learning. For learning design, the findings pertained to the language, practices and tools used to achieve particular educational aims. For teacher inquiry, the findings relate to the empirical process of question formulation, methods selection, collection and analysis of data, and sharing/reflecting on the findings as well as overall process. Based on the retrospective analysis, design considerations are offered for a modern application to replace the practical and effective desktop software that was developed during the 1990s.

Recently, Massive Open Online Courses (MOOCs) have been proposed as relevant instruments for professional development. This paper reports on two editions of the HANDSON MOOC for teacher professional development. The MOOCs use the Learning Design Studio methodology as a pedagogical framework, the Integrated Learning Design Environment (ILDE) as the design infrastructure, and Moodle and Canvas as delivery platforms. The paper summarizes the design of both MOOCs, including the supporting technologies, and presents an analysis of the evolution of teachers’ perceived level of conform with approach and tooling. Data is collected in weekly and final surveys. The results show a general satisfactory level of conform in both MOOCs, which is especially high the last two weeks.

Once only coordinating the foreign policy of its member states, the European Union (EU) now endeavors to speak on behalf of non-EU states. In the Organisation for Security and Cooperation in Europe (OSCE), its declarations are often backed by a large number of countries. This article enquires into the function of diplomatic alignment. Its findings question the use of alignment as a normative benchmark for European integration. It argues that adherence to EU norms is not the only rationale for alignment, and, more interestingly, that there are valid reasons not to align, which do not contradict EU norms, as well as more questionable reasons to align, which do. This article, in conclusion, argues that the function of alignment supports the EU's claim for international leadership, and that the reactions of non-EU states should be gaged in the light of this venture.