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Mature students have been a significant feature of UK higher education for at least 40 years. Categorising all undergraduates who started their degrees over the age of 2, as mature masks significant diversity. Older mature students have been shown to get better degree outcomes than younger mature students and young students. This study explores the learning experience of six older mature students, who started their studies over the age of 40, in order to better understand this understudied group. The findings suggest that confidence is of critical importance in underpinning the experience of this group, and that increased confidence leads to better time management and more integration into the wider student body. This has implications for lifelong learning, where developing strategies to improve the confidence of these learners can help accelerate their integration into the student body, and may have a positive impact on their retention.

This paper details a case study of using Pinterest as an educational resource in an introductory anthropology course. Its use was evaluated through the data provided by the platform itself and focus groups. This evaluation found that Pinterest was a popular and useful tool for developing curated multimedia resources to support students' learning. The focus group findings suggested that online resources were shared by students across a variety of social networks, including but not limited to Pinterest. These resources were shared and used beyond the classroom, both physically in locations outside, but also with friends and family that were not part of the classroom. The opportunities for developing critical thinking through the use of tools such as Pinterest are explored.

New digital and web-based technologies are spurring rapid and radical changes across all media industries. These newer models take advantage of the infinite reproducibility of digital media at zero marginal cost. There is an argument to be made that the sort of changes we have seen in other industries will be forced upon higher education, either as the result of external economic factors (the need to be more efficient, responsive, etc.) or by a need to stay relevant to the so-called "net generation" of students (Prensky, 2001; Oblinger & Oblinger, 2005; Tapscott & Williams, 2010).This article discusses the impact of digital technologies on each of Boyer’s dimensions of scholarship: discovery, integration,  application and teaching. In each case the use of new technologies brings with it the possibility of new, more open ways of working,although this is not inevitable. The implications of the adoption of new technologies on scholarship are then discussed.Keywords: internet; digital technology; technology in education; social media;  higher education; Web 2.0

Pearce, Nick (2012) 'Clickolage : encouraging the student bricoleur through social media.', Teaching anthropology., 2 (1). pp. 14-21.Further information on publisher's website:http://www.teachinganthropology.org/index.php?journal=teach a nthpage = issueop = viewpath%5B%5D = 48Publisher's copyright statement:This work is licensed under a Creative Commons Attribution 3.0 License. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis article explores how the concept of bricolage can help us to understand the ways in which students learn by using, adapting and linking social media in new ways. This can involve "unlearning" the more traditional, linear, text-based ways of learning that are still the norm within many anthropology departments. However, using digital resources in this way goes beyond bricolage in that it is an open-ended, ongoing, collaborative process. With this in mind the concept of "clickolage" is introduced to highlight how students can learn from their relationship with multimedia objects, and each other.