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Mobile instant messaging is widely used in governing circles today. This article considers the implications for political legitimacy, examining how far the technology encourages those in authority to act consistently with the obligations that come with their roles. It looks at several recent political scandals in which officeholders are alleged to have transgressed public norms with their use of instant messaging. It goes on to argue that the concerns raised are well grounded, as the affordances of the technology point to personalized, informal, and untransparent modes of rule. As the final section argues, that figures in public authority embrace the technology despite the scandals it can yield tells us something important about their political priorities, in particular their willingness to prize output over procedural legitimacy. [ABSTRACT FROM AUTHOR]

This article extends our understanding of inland waterways by theorising the temporary absences of water in canals and rivers as possibilities for action, that is, affordances. The interplay of temporary absence and presence of water in the inland waterways provides a range of potentialities for various activities and practices. Affordance theory can help us to further theorise material absences and position them as important elements of performing, practicing and interpreting place. We show how temporary absence of water can create spatial, historical and communicative affordances, affording the movement of boats, revealing and recreating the past and raising environmental awareness. The paper is based on semi-ethnographic research on the rivers and canals in the United Kingdom and Italy, featuring document analysis, participant observation and semi-structured interviews with various waterway users. [ABSTRACT FROM AUTHOR]

Amidst concerns over skills shortages, both the current British government and its coalition predecessors have, against the grain of wider austerity measures, invested heavily in the apprenticeship system. The majority of apprentices are, and have historically been, employed within small businesses. However, research suggests that, in the main, small firms tend to approach management issues – including workplace employee development – in a less formal way than their larger counterparts. What implications this has for apprentices and their workplace learning remains unclear. The article aims to address this gap, and it does so through a qualitative study of apprentices in three English engineering firms of different sizes. The findings broadly support the established picture of informal working and learning processes in the small firm. However, it is argued that this does notinevitablyrestrict apprentices’ on-the-job learning. Rather, the ways in which apprentices learn, and what they learn, are conditioned by the interaction – or ‘co-participation’ – between the opportunities afforded by the workplace, and the apprentice’s subjective agency. [ABSTRACT FROM PUBLISHER]

Open education emerged when the state had an active role in shaping and financing post-secondary education. In the twenty-first century, two pressures influence the way openness is conceived. The first is the compounding of neo-liberal economics with austerity following the financial crash of 2008. The second is the consolidation of networked and digital technologies at an institutional and infrastructural level, illustrated by massive open online courses (MOOCs). This article examines the place of open education in this emerging climate of economic constraint and technological possibilities. The article argues that openness is not a property or feature of a technology but that such properties can result in affordances. This understanding informs a review of openness in The Open University (UK), in relation to MOOCs and in the open educational resources movement. A relational view of affordance suggests that openness depends in significant ways on the character of broad social processes and that if they change then the affordances of technologies for openness change with them. The current marketisation of higher education, the reduction in public finances and continuing economic uncertainty lead to contradictory and conflicting pressures. Arguing in favour of education as a public good, the article criticises calls for a ‘business model’. [ABSTRACT FROM PUBLISHER]

This study investigated the seated activity among children educated in special schools and their adult carers in two sensory gardens in the United Kingdom. Seated activity was established whether the seating was used as intended or whether users preferred to sit on other attributes during their learning session. The objectives of this study are to explore opportunities for users' activity and their engagement with the attributes, whether activity is possible or if opportunities are not being actualised because of barriers. Observation and behaviour mapping methods were carried out alongside affordance theory. The outcome suggests that the number of users, the number of attributes and the total area of the zone did not relate to the median time spent per user; rather, it was the richness of the attributes that did so. [ABSTRACT FROM AUTHOR]

Recent policy initiatives in England have focused on promoting ‘interactive’ teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path. [ABSTRACT FROM AUTHOR]