A directed attractive interaction between predefined "patchy" sites on the surfaces of anisotropic microcolloids can provide them with the ability to self-assemble in a controlled manner to build target structures of increased complexity. An important step toward the controlled formation of a desired superstructure is to identify reversible electrostatic interactions between patches which allow them to align with one another. The formation of bipatchy particles with two oppositely charged patches fabricated using sandwich microcontact printing is reported. These particles spontaneously self-aggregate in solution, where a diversity of short and long chains of bipatchy particles with different shapes, such as branched, bent, and linear, are formed. Calculations show that chain formation is driven by a combination of attractive electrostatic interactions between oppositely charged patches and the charge-induced polarization of interacting particles.
Purpose
– Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.
Design/methodology/approach
– This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.
Findings
– The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.
Originality/value
– Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.
Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a 5-year artographic inquiry into cognition in the lived experiences of artist teachers, this article is able to present a case for the reinstatement of cognition and cognitive study across policy, practice and research in art education. The article shares a conceptual frame to assist engagement with cognition as a concept whilst presenting a strategy to support cognitive reinstatement in the changing climate of art education. Questions are posed and answered regarding cognition's position in art education to bring reinstatement implications forward, such as its complexity and productivity within education. Recommendations, such as increased engagement, voice projection and visibility, are also suggested to infiltrate transformation in future materialisations of cognitive engagement in the policy, practice and research of art education.
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