Predicting mental imagery based BCI performance from personality, cognitive profile and neurophysiological patterns

Mental-Imagery based Brain-Computer Interfaces (MI-BCIs) allow their users to send commands to a computer using their brain-activity alone (typically measured by ElectroEncephaloGraphy— EEG), which is processed while they perform specific mental tasks. While very promising, MI-BCIs remain barely used outside laboratories because of the difficulty encountered by users to control them. Indeed, although some users obtain good control performances after training, a substantial proportion remains unable to reliably control an MI-BCI. This huge variability in user-performance led the community to look for predictors of MI-BCI control ability. However, these predictors were only explored for motor-imagery based BCIs, and mostly for a single training session per subject. In this study, 18 participants were instructed to learn to control an EEG-based MI-BCI by performing 3 MI-tasks, 2 of which were non-motor tasks, across 6 training sessions, on 6 different days. Relationships between the participants’ BCI control performances and their personality, cognitive profile and neurophysiological markers were explored. While no relevant relationships with neurophysiological markers were found, strong correlations between MI-BCI performances and mental-rotation scores (reflecting spatial abilities) were revealed. Also, a predictive model of MI-BCI performance based on psychometric questionnaire scores was proposed. A leave-one-subject-out cross validation process revealed the stability and reliability of this model: it enabled to predict participants’ performance with a mean error of less than 3 points. This study determined how users’ profiles impact their MI-BCI control ability and thus clears the way for designing novel MI-BCI training protocols, adapted to the profile of each user

A new framework for the design and evaluation of a learning institution’s student engagement activities

In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied

National literacy and numeracy framework and tests

"The recently published National Literacy Programme and the soon to be published National Numeracy Programme set out the actions the Welsh Government intends to implement to improve literacy and numeracy standards in Wales. The plans for a statutory national framework and for a system of national testing are integral to both programmes" - inside front cove

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts