The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

This study looks at the qualities of learner-generated online content, as rated by experts, and how these relate to learners' engagement through comments and conversations around this content. The work uploaded to an Online Design Studio by students across a Design and Innovation Qualification was rated and analysed quantitatively using the Consensual Assessment Technique (CAT). Correlations of qualities to comments made on this content were considered and a qualitative analysis of the comments was carried out. It was observed that design students do not necessarily pay attention to the same qualities in learner-generated content that experts rate highly, except for a particular quality at the first level of study. The content that students do engage with also changes with increasing levels of study. These findings have implications for the learning design of online design courses and qualifications as well as for design institutions seeking to supplement proximate design studios with Online Social Network Services.

Significant energy and carbon originate in the existing built environment and retrofit is therefore a key carbon reduction strategy. However heritage buildings -comprising around 20% of UK buildings-are challenging to retrofit appropriately due to their historical values and traditional construction. Retrofit carbon savings are dependent on current energy use which is strongly influenced by residents' behaviours, and retrofit decisions for domestic heritage are generally the responsibility of homeowners. Therefore both residents' views and behaviours are important for effective retrofit strategies. However behaviours are rarely considered in standard energy models and residents' views are often overlooked in heritage retrofit policy. This paper analyses a survey of the views, values and behaviours of 147 residents of pre-1940 buildings. The majority are found to strongly value their homes' heritage and mainly view exterior building alterations negatively. However residents' heritage values and acceptable retrofits, frequently differ from those of experts and policy makers. Residents report actively engaging in several positive energy behaviours and many have already undertaken common carbon saving measures. These findings imply that, for effective carbon reduction from heritage buildings, policy and legislation needs to extend beyond current definitions of 'heritage' and acknowledge residents' complex values, motivations and energy behaviours.

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Embodied cognitive ecosophy: The relationship of mind, body, meaning and ecologyThe concept of embodied cognition has had a major impact in a number of disciplines. The extent of its consequences on general knowledge and epistemology are still being explored. Embodied cognition in human geography has its own traditions and discourses but these have become somewhat isolated in the discipline itself. This paper argues that findings in other disciplines are of value in reconceptualising embodied cognition in human geography and this is explored by reconsidering the concept of ecosophy. Criticisms of ecosophy as a theory are considered and recent work in embodied cognition is applied to consider how such criticisms might be addressed. An updated conceptualisation is proposed, the embodied cognitive ecosophy, and three characteristics arising from this criticism and synthesis are presented with a view to inform future discussions of ecosophy and emotional geography.

No bits were destroyed in the making of this paper. This statement is a lie. . Interestingly, no reference is made to either author for the second question, considering that both have made relevant and interesting contributions to this question specifically.For Searle, there is no more a mind-body problem than any other dualism we choose to create semantically: it is a construct of concept, nothing more. For Mingers, a similar conclusion is reached by applying a phenomenological approach to Artificial Intelligence: that a disembodied intelligence is a contradiction. In both cases, the mind and body are one -it is not possible to escape acknowledging that thoughts arise from a physical (cognitive) process.This position has a resonance to Landauer's [4] view of information as an 'inevitably' physical entity; that at some point, all information is embodied. By this view, information remains a Shannonlike definition, a deterministic part of the embodied model where notions of semantic information are

What are the opportunities and challenges for upscaling the energy retrofit of heritage buildings? Heritage buildings comprise approximately 20% of the UK building stock and are challenging to retrofit sensitively because of their heritage values and traditional construction. These buildings may therefore be unconducive to standard retrofitting approaches. Twelve case studies in the UK are examined. Three key findings are presented together with their implications for upscaling retrofit. First, heritage residents are found to engage in positive energy behaviours, which differ from standard assumptions and have a significant impact on energy demand. Second, standard energy models are shown to considerably overestimate the energy use within heritage buildings, failing to accurately portray both traditional construction and residents' behaviours. Third, residents consider many common retrofits, such as replacement windows and wall insulation, to be unacceptable to their heritage values. A number of more acceptable and less invasive 'soft retrofits' were modelled and shown to have significant potential for reducing energy and carbon. Therefore, a more holistic approach to heritage building retrofitting needs to be taken, treating the complex interrelationship of buildings and their users as a system, and expanding notions of retrofitting to include soft retrofits and user behaviour. POLICY RELEVANCEThis research identified the importance of appropriately retrofitting heritage buildings, which include around 20% of the UK building stock. Standard solutions such as wall insulation and window replacement are unlikely to be enacted by most heritage residents because they are not acceptable to their heritage values, suggesting the need to prioritise other measures. Standard energy models such as Reduced data Standard Assessment Procedure (RdSAP) were found to be inaccurate for heritage buildings, overestimating energy use by both buildings and occupants, and should not be used to inform retrofit decisions for these buildings. Notions of retrofit should be expanded beyond fabric FREYA WISE ALICE MONCASTER

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