Abstracts - Earli

period. A radical decrease in the number of highly motivated students might explain thisphenomenon. Decrease is the greatest in the case of the gross motor motive (14%p) whereas it isthe smallest in the case of mastery pleasure (4%p). The decrease of the cognitive motive lies at8%p, that of social with adults at 9%p and that of social with children at 10%p. It is an importantresearch task for further studies to explore the reasons behind, and ways of reversing, thisunfavourable tendency.N 1131 August 2007 16:00 - 17:20Room: 0.89 JedlikPaper SessionSocial aspects of learningChair:Richard Walker, University of Sydney, AustraliaMapping academic networks in an inter-university collaborationRaquel Morales, Cambridge University, United KingdomPatrick Carmichael, Cambridge University, United KingdomWe describe network mapping exercises designed to explore the character, boundaries andevolution of academic networks within the ‘Reusable Learning Objects’ Centre for Excellence inTeaching and Learning (RLO-CETL), a five-year project (2005-2010) involving staff from threeUK universities. One of the goals of the RLO-CETL is to provide sustainable and reproducibleprocesses that will allow sector-wide collaboration, so as part of the internal formative evaluationof the RLO-CETL, we are concerned to analyse its nature, and how this develops in relation toindividual and institutional contexts, priorities and structures. The first task is an open-ended‘mapping’ task accompanied by an interview allowed 28 participants (who included lecturers,tutors, students, multimedia developers, administrators, evaluators and managers) representgraphically and talk about their conceptions and perceptions of the networks of people with whomthey communicated. This task also acted as a ‘name generator’ for a second task in which the samegroup of participants were surveyed using a novel questionnaire in which they were asked toprovide more structured information about the nature and frequency of their communications andthose members of the network to whom they went for advice or to whom they gave advice. Thisrevealed the role of different modes of communication in maintaining ‘strong’ links withininstitutional teams and the ‘weak’ links across the RLO-CETL as a whole; the role of specialevents, workshops and conferences is also discussed. A second area of interest is ‘advice size’within networks, where results pointed up differences in the ways in which individuals interpretetheir roles and the nature of interactions within the network. We conclude with some reflections onhow distributed organisations such as the RLO-CETL can best support both intensivecollaboration and sustainable networked activity.Developmental level of social skills at the age of 7, 9 and 11Anikó Zsolnai, University of Szeged, Department of Education, HungaryLászló Kasik, University of Szeged, Department of Education, Hungary– 745 –