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This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration. [ABSTRACT FROM AUTHOR]

This paper presents evidence from a nationally representative sample of early career teachers about those likely to miss out on formal support, and the employment conditions associated with this absence of support. It uses survey data from the Staff in Australia’s Schools Survey. Consistent with existing research, our results suggest a relationship between early career teachers with insecure employment and a lack of support. The findings suggest that, for early career teachers, being unsupported is associated with dissatisfaction with professional relationships and career opportunities; and that this dissatisfaction is associated with an intention to leave the profession. [ABSTRACT FROM AUTHOR]

This paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for: (a) support during casual employment; (b) accessing collegial support from pre-existing connections, in particular those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers. [ABSTRACT FROM AUTHOR]

Purpose:This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm. Design/methodology/approach:A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers. Findings:This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension. Practical implication:Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design. Theoretical implication:This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples. Originality/value:This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners. [ABSTRACT FROM PUBLISHER]

This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massification can dilute what some authors have called social presence or engagement. It is argued that this dilution, among other problems, very much hinders collaborative reflection among members of the community. Collaborative reflection is argued to be a crucial part of the support that novice teachers need in their first years in the profession. Therefore, a challenge is envisioned for massive communities of teachers to avoid the dilution of social presence or engagement. The authors argue that this dilution can be overcome by the use of multiple layers within a platform, referred to as fractal design. [ABSTRACT FROM AUTHOR]

This article describes the development, calibration and validation of a combustion-cogeneration model for whole-building simulation. As part of IEA Annex 42, we proposed a parametric model for studying residential-scale cogeneration systems based on both Stirling and internal combustion engines. The model can predict the fuel use, thermal output and electrical generation of a cogeneration device in response to changing loads, coolant temperatures and flow rates, and control strategies. The model is now implemented in the publicly available EnergyPlus, ESP-r and TRNSYS building simulation programs. We vetted all three implementations using a comprehensive comparative testing suite, and validated the model's theoretical basis through comparison to measured data. The results demonstrate acceptable-to-excellent agreement, and suggest that the model can be used with confidence when studying the energy performance of cogeneration equipment in non-condensing operation. [ABSTRACT FROM AUTHOR]