Control of the new operational environment will also require increased technical and pedagogic facilities and resources in training schemes.
It is argued that students' use of on-line 'external' resources is closely related to the pedagogic design of courses and to assessment requirements, not merely to the increased availability of information sources on the World Wide Web.
Nielsen (2008) and Reegård (2015) note that the independence given to learners may also sometimes result from insufficient resources for guidance rather than from intentional pedagogic strategies.
This is achieved by 1) sharing knowledge on experimental design, bioinformatics approaches, pedagogy, and assessment; 2) delivering faculty development workshops; 3) obtaining bulk discounts on runs, software, and supplies; 4) combining samples for pooled runs; 5) generating and disseminating data and pedagogic modules; and 6) providing access to necessary computational resources.
The actual potential for reuse across disciplines may be complicated by differences in disciplinary preferences in relation to preferred types and formats of resources (Littlejohn & Margaryan, 2006) and variances in pedagogic approaches (HEA & Jisc, 2009; Russell, 2005).
These approaches have used network theory (Barker & Kemp, 1990) and also Latour's (2005) actor-network theory as a pedagogic proposal (Fenwick & Edwards, 2010; Fox, 2002) or as an analytical resource to understand learning processes.
As with pedagogic relations and modalities, these structures seem to have evolved as a fundamental human resource for cultural reproduction (Rose 2006).
With respect to practices and resources, Coughlan and Perryman (2013) argue that Open Educational Practices (OEP) and Open Educational Resources (OER) promote innovative pedagogic models that encourage the creation of communities and collaboration (UNESCO, 2012).
These thoughts are intended not as a criticism of those other workers who have struggled with limited resources over the years to continue the teaching of paleoanthropology in Slovenia, but rather to stimulate discussion of the pedagogic value of human evolution and to argue for its enhanced role within the curriculum of Slovene schools.
We prefer a pedagogic impact.
