IDR : a participatory methodology for interdisciplinary design in technology enhanced learning

One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants

DNA Vaccines Encoding Antigen Targeted to MHC Class II Induce Influenza-Specific CD8+ T Cell Responses, Enabling Faster Resolution of Influenza Disease

Current influenza vaccines are effective but imperfect, failing to cover against emerging strains of virus and requiring seasonal administration to protect against new strains. A key step to improving influenza vaccines is to improve our understanding of vaccine induced protection. Whilst it is clear that antibodies play a protective role, vaccine induced CD8+ T cells can improve protection. To further explore the role of CD8+ T cells we used a DNA vaccine that encodes antigen dimerised to an immune cell targeting module. Immunising CB6F1 mice with the DNA vaccine in a heterologous prime boost regime with the seasonal protein vaccine improved the resolution of influenza disease compared to protein alone. This improved disease resolution was dependent on CD8+ T cells. However, DNA vaccine regimes that induced CD8+ T cells alone were not protective and did not boost the protection provided by protein. The MHC targeting module used was an anti-I-Ed single chain antibody specific to the BALB/c strain of mice. To test the role of MHC targeting we compared the response between BALB/c, C57BL/6 mice and an F1 cross of the two strains (CB6F1). BALB/c mice were protected, C57BL/6 were not and the F1 had an intermediate phenotype; showing that the targeting of antigen is important in the response. Based on these findings, and in agreement with other studies using different vaccines, we conclude that in addition to antibody, inducing a protective CD8 response is important in future influenza vaccines

Design of E. coli expressed stalk domain immunogens of H1N1 HA that protect mice from lethal challenge

The hemagglutinin protein (HA) on the surface of influenza virus is essential for viral entry into the host cells. The HA1 subunit of HA is also the primary target for neutralizing antibodies. The HA2 subunit is less exposed on the virion surface and more conserved than HA1. We have previously designed an HA2 based immunogen derived from the sequence of the H3N2 A/HK/68 virus. In the present study we report the design of an HA2 based immunogen from the H1N1 subtype (PR/8/34). This immunogen (H1HA0HA6) and its circular permutant (H1HA6) were well folded and provided complete protection against homologous viral challenge. Anti-sera of immunized mice showed cross-reactivity with HA proteins of different strains and subtypes. Although no neutralization was observable in a conventional neutralization assay, sera of immunized guinea pigs competed with a broadly neutralizing antibody CR6261 for binding to recombinant Viet/04 HA protein suggesting that CR6261 like antibodies were elicited by the immunogens. Stem domain immunogens from a seasonal H1N1 strain (A/NC/20/99) and a recent pandemic strain (A/Cal/07/09) provided cross-protection against A/PR/8/34 viral challenge. HA2 containing stem domain immunogens therefore have the potential to provide subtype specific protection

Modelling the impact of university ICT strategies on learning

This research explores the potential of certain Future Studies techniques (Barbieri Masini, 1994) to provide insight into the question of how developing countries might best exploit Information and Communication Technology (ICT) for higher education. First, three case studies were examined: the African Virtual University (AVU), the Arab Open University (AOU) and the Syrian Virtual University (SVU). From these accounts, key variables related to the research question were identified, the selection of variables validated by comparison with D–Antoni (2003). Globalisation is seen as a key change driver. Secondly, a model of 'ICT Strategy' was developed, elaborating the well-known concept of distance education 'generations', building on the work of Nipper (1989) and subsequent authors. A model of 'Student Learning' was also developed, drawing on Conole et al. (2004). These models were then coordinated to generate possible scenarios for how ICT strategy might influence student learning, making assumptions about 'typical' usage. There is no presumption of deriving ineluctable scenarios from unproblematic antecedent models; the aim rather was to explore the limitations of the best models currently available as generators of broad-brush scenarios, to try to understand the ways in which such models could be improved. One interpretation is that if institutions, under pressure for globalisation, adopted 2nd generation technologies alone, the impact on Student Learning would be neglect of Social aspects. Meanwhile, although a mix of generations could in principle provide coverage of the whole Individual-Social dimension, if institutions adopted 3rd technologies alone, the impact on Student Learning would be neglect of Individual aspects. This provides support for the warning by Clegg et al (2003) that uncritical acceptance of pressures to adopt new ICT for education, under the rhetoric of 'student-centred learning', can in fact turn out to have negative consequences for students. Moreover, it should not be assumed that a move to using 5th and 6th generation technologies exclusively necessarily represents a progression. If the AVU chose this strategy without high bandwidth for online video conferencing, the analysis suggests that its students would miss out on Social aspects. Nevertheless, it is also possible that a move straight to the fourth and subsequent generations could, in principle, provide coverage of the Individual-Social dimension, without the need for face-to-face tutorials or unreliable postal systems that feature in earlier generations. Four scenarios are discerned, distinguished by the balance between presentation of information and direct experience on the one hand, and the level of student autonomy on the other. None of the case study universities is yet clearly positioned in a single scenario. Examination of the strength of the analysis suggests that although some testable hypotheses have been generated in relation to diverse pedagogical scenarios, a richer selection of variables, more sophisticated models, and more detailed institutional data would be of value. References Barbieri Masini, E. (1994) Why Futures Studies, Grey Seal, London. Conole, G., Dyke, M., Oliver, M. & Seale, J.(2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43, 17-33. D–Antoni, S. (Ed.) (2003) The Virtual University: Models and Messages, Lessons from Case Studies, UNESCO International Institute for Educational Planning Nipper, S. (1989) 'Third generation distance learning and computer conferencing' in Mason, R. and Kaye, A. (Eds.) Mindweave: Communication, Computers and Distance Education, Oxford: Pergamon

New ways of mediating learning: Investigating the implications of adopting Open Educational Resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual's right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of 'open' access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs

An Illustration of Students’ Engagement with Mathematical Software using Remote Observation

Students using three types of spreadsheet calculators for understanding expected value were observed remotely. This remote observation involves the use of webcams and application sharing for observing students learning mathematics. The study illustrates how remote observation can be used for collecting mathematical education data and raises questions about the extent to which such a method can be used in future experiments

Sketch-Based Interfaces to Support Collaborative Conceptual Design Learning

In order to gain a better understanding of online collaborative conceptual design processes this paper investigates how student designers make use of Lyceum, a shared virtual synchronous environment when engaged in conceptual design. The software enables users to talk to each other and share sketches when they are remotely located. The paper describes a novel methodology for observing and analysing collaborative design processes by adapting the concepts of grounded theory. Rather than concentrating on narrow aspects of the final artefacts, emerging 'themes' are generated that provide a broader picture of collaborative design process and context descriptions. Findings on the themes of 'grounding – mutual understanding' and 'support creativity' complement findings from other research, while important themes associated with 'near-synchrony' have not been emphasised in other research. From the study, a series of design recommendations are made for the development of tools to support online computer-supported collaborative work in design using a shared virtual environment

Technology - Empowering the Educational Researcher through Remote Observation

Observing students using computers often occurs through three methods: user-lab, on-site and remote data logging. Whilst each of these have their advantages with the new type of students such as elearners, an alternative method called web-conferencing remote observation is presented for observing students at a distance. This method collects both audio and video data of the observer through webcams and voice/video conversations. Students are able to interact with the software through application sharing facilities. Further, it allows both quantitative and qualitative data to be collected. This proof-of-concept method is presented here where it has been used in two previous studies using Windows Messenger and Netviewer. Although, video quality is not high the quality is sufficient for observational data

Interlaboratory Proficiency Test 07/2017 - Gross and net calorific values in fuels

Proftest SYKE arranged the proficiency test (PT) for measurement the gross and the net calorific value, the content of ash, carbon, nitrogen, hydrogen, moisture, sulphur and volatile matter in peat, wood pellet (not sulphur) and coal samples in September 2017. In total, there were 26 participants in the PT. Also, the participants had the possibility to calculate the emission factor for the peat and coal samples. In total, 89 % of the participants reported satisfactory results when the deviations of 1–30 % from the assigned values were accepted. In measurement of the gross calorific value from the peat sample 100 %, from the wood pellet sample 83 % and from the coal sample 94 % of the results were satisfactory. In measurement of the net calorific value from the peat sample 100 %, from the wood pellet 83 % and from the coal sample 92 % of the results were satisfactory. The robust mean or mean of the reported results by the participants were used as the assigned values for measurements. The evaluation of performance was based on the z and En scores. The evaluation of performance was not done for the measurement of Mad in all samples, Hd in the peat sample and Nd in the wood pellet sample. Warm thanks to all the participants of this proficiency test