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There has been increasing interest in informal learning in recent years alongside interest in how such learning can be supported by technology. However, relatively little is known about the extent to which adults make use of their own mobile devices to support informal learning. In this study, a survey was used to investigate whether, and to what extent, experienced users of mobile devices use their mobile devices to support intentional informal learning. If so, do they make use of mobile device connectivity to support opportunistic informal learning and does such connectivity support or encourage collaborative informal learning? Experienced mobile device users were recruited from web forums and business, and asked whether they used their devices to support informal learning. A pattern of learning uses emerged, some of which deployed the mobile device capabilities relatively unchanged, others triggered adaptations to typical learning activities to provide a better fit to the needs of the learner. These informal learning activities provided the basis for the design of a flexible mobile learning framework that can be extended to support developments in mobile technology, and increasing use of Web 2.0 technologies by informal learners.

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Objective:Premature infants, especially those born less than 1500 g, often exhibit slow overall growth after birth and lack of early nutritional support may be an important element. We tested the hypothesis that early administration of amino acids (within the first few hours of life) to infants born at less than 1500 g would be associated with fewer infants that were less than the 10th percentile at 36 weeks post-conceptual age than infants that received amino acids after the first 24 h of life.Study Design:A prospective intervention of early amino-acid (EAA) supplementation, began before 24 h of life, in preterm infants, <1500 g, was compared to a retrospective cohort of preterm infants receiving late amino-acid (LAA) supplementation, began after 24 h of life. The primary outcome variable was the proportion of infants at less than the 10th percentile at 36 weeks post-conceptual age.Result:Fewer infants fell below the 10th percentile (P<0.001) in the EAA group. Furthermore, infants in the EAA groups had significantly greater weight gains than did the LAA group (P<0.003) after adjusting for gestational age and time from birth to discharge. In addition, shorter duration of parenteral nutrition was associated with EAA supplementation (P<0.001).Conclusion:A prospective strategy of EAA in preterm infants <1500 g was associated with an improved weight gain, suggesting that nutrition that included amino acids may be critical during the first 24 h of life.

oro.open.ac.ukThe discourse of collaborative creative writing: peer collaboration as a context for mutual inspiration Eva Vass1, Karen Littleton2, Dorothy Miell2 and Ann Jones2 1 University of Bath, UK 2 The Open University, UK Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing activities. The study drew on longitudinal observations of ongoing activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. Selected pairs' collaborative creative writing activities were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite (13 pairs, about 2-4 occasions each).The research built on the contextualised, qualitative analysis of the social and cognitive processes connected to shared creative text composition. Using an analytic tool developed specifically for creative writing tasks, we linked collaborative and discursive features to cognitive processes associated with writing ('engagement' and 'reflection'). The research has identified discourse patterns and collaborative strategies which facilitate 'sharedness' and thus support joint creative writing activities.The paper discusses two significant aspects of the observed paired creative writing discourse. It reports the significance of emotions throughout the shared creative writing episodes, including joint reviewing. Also, it shows children's reliance on collaborative floor (Coates, 1996), with discourse building on interruptions and overlaps. We argue that such use of collaborative floor was indicative of joint focus and intense sharing, thus facilitating mutual inspiration in the content generation phases of the children's writing activities. These findings have implications for both educational research and practice, contributing to our understanding of how peer interaction can be used to resource school-based creative activities. Introduction Collaborative creative writingThe centrality of creativity in human life has manifested itself throughout history in all cultures and civilisations. However, recent decades have seen an increased awareness of the societal need for cultivating creative and imaginative thought, leading to what Craft (2005) refers to as a 'revolution of creativity in education'. This increased awareness reflects societal changes in Western cultures; a shift from the 'industrial' to the 'knowledge' economy that, as many would argue, is "powered by human creativity" (Florida, 2002, p. 6). One of the major themes in current educational research concerns classroom-based creativity, with a growing number of attempts to conceptualise, implement and evaluate strategies to foster creativity in school contexts (see, for example, Craft, 2005(see, for example, Craft, , 2008.From a socio-cultural perspective, s...