This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far too simplistic to describe young first year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.

This paper reports findings from a study of undergraduates' expectations about, and experiences of, networked learning using computer-mediated conferencing (CMC). The data come from questionnaires administered at the start and end of four different courses, and their interpretation is informed by a set of interviews with students and teachers involved in these and other networked learning courses. Students' views were generally positive at the start and at the end of each course, though they became more moderate over time. The structure of students' reported feelings remained relatively stable over time. There was no evidence to suggest that male or younger students had more positive feelings about networked learning. The thoroughness with which CMC is integrated into a networked learning course appears as a significant factor in explaining differences in students' feelings about the worth and value of their experience. As might be expected, a well-integrated course was associated with more positive experiences.

Meeting a greenhouse gas (GHG) reduction target of 80% below 1990 levels in the year 2050 requires detailed long-term planning due to complexity, inertia, and path dependency in the energy system. A detailed investigation of supply and demand alternatives is conducted to assess requirements for future California energy systems that can meet the 2050 GHG target. Two components are developed here that build novel analytic capacity and extend previous studies: (1) detailed bottom-up projections of energy demand across the building, industry and transportation sectors; and (2) a high-resolution variable renewable resource capacity planning model (SWITCH) that minimizes the cost of electricity while meeting GHG policy goals in the 2050 timeframe. Multiple pathways exist to a low-GHG future, all involving increased efficiency, electrification, and a dramatic shift from fossil fuels to low-GHG energy. The electricity system is found to have a diverse, cost-effective set of options that meet aggressive GHG reduction targets. This conclusion holds even with increased demand from transportation and heating, but the optimal levels of wind and solar deployment depend on the temporal characteristics of the resulting load profile. Long-term policy support is found to be a key missing element for the successful attainment of the 2050 GHG target in California.

In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties (Granovetter 1973) and relate this to a dialogic understanding of networked learning (Koschmann 1999, Dysthe 2002. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network.

Here, we formulate low surface tension (∼30 mN/m) and low boiling point (∼79 °C) inks of graphene, single-wall carbon nanotubes and conductive polymer poly(3,4-ethylenedioxythiophene):poly(styrenesulfonate) (PEDOT:PSS) and demonstrate their viability for spray-coating of morphologically uniform (Sq ≈ 48 ± 3 nm), transparent conducting films (TCFs) at room temperature (∼20 °C), which conform to three dimensional curved surfaces. Large area (∼750 cm2) hybrid PEDOT:PSS/graphene films achieved an optical transmission of 67% in the UV and 64% in the near-infrared wavelengths with a conductivity of ∼104 S/m. Finally, we demonstrate the spray-coating of TCFs as an electrode on the inside of a poly(methyl methacrylate) sphere, enabling a semitransparent (around 360°) and spherical touch sensor for interactive devices.