Editor’s Welcome

Welcome to this special edition of the Journal of Computing in Higher Education. (First paragraph) The articles in this issue focus on the instructional design process and the preparation of instructional designers. Instructional design is traditionally closely aligned with instructional technology; so much so that many refer to the discipline as instructional design/technology. We are honored to serve as guest editors for this special issue of JCHE and hope the articles that comprise this issue help articulate critically important aspects of the instructional design process as well as issues associated with the education of instructional designers

Welcoming the culture of computing into the K-12 classroom: Technological fluency and lessons learned from second language acquisition and cross-cultural studies

Discusses the integration of innovative technologies into the K-12 curriculum and its impact on instructional programs for linguistically and culturally diverse students. Describes the debate over whether the culture of computing is inclusive or exclusive, examining: educational technology standards; information technology and fluency; speech registers; postulating registers of information technology fluency; and the role of automaticity in developing fluency

Cobwebs

https://digitalcommons.library.umaine.edu/mmb-vp/4648/thumbnail.jp

\u27O wiki\u27d wit and gift, that have the power / So to seduce!\u27: Creating a Public Collaborative Digital Space for a Special Collections Environment

(with apologies to the Bard: quote modified from Hamlet, 1.5.4950.) The Folger Shakespeare Library’s wiki, Folgerpedia, performs a number of functions for the institution and its community: it makes visible scholarly activities, maintains institutional history, and serves as a site of research on Shakespeare and early modern topics. Primary audiences for the Folger—and thus, for Folgerpedia—include scholars, students (K12 and college level), generalpublic enthusiasts, and library professionals. Folgerpedia’s mission is to create and support the collaborative generation of information surrounding our collection, Library, institution, programming, and education initiatives. One of the challenges facing Folgerpedia is to foster a space that provides scholars, students, and enthusiasts with quality information while ensuring that contributors, including invited scholars and Folger staff, find both a sense of community and are ensured credit for their contributions. Generalpublic and student users have full reading access to the content of Folgerpedia, while scholars and Folger staff are invited to contribute articles. Finally, material is being ingested and archived from the former version of folger.edu, with staff serving as editors. The Folger’s academic profile and reputation, coupled to the folger.edu domain, makes the wiki highly discoverable by search engines and highly credible to student researchers. In many ways, Folgerpedia functions as a discovery space for our collections and early modern topics, allowing scholars of many levels to connect with new aspects of our holdings. This talk will present the challenges, techniques, and (hopefully) triumphs of the Folger’s first year of facilitating collaboration in a public wiki space

Supporting primary school children with Juvenile Idiopathic Arthritis: A qualitative investigation of teaching staff experiences

Background: Juvenile Idiopathic Arthritis (JIA) has a deleterious impact on numerous areas of children’s lives including school functioning. This study moves beyond eliciting child reports of school functioning to examine teaching staff’s experiences of supporting a child with JIA in school. Methods: Fifty-one UK based teaching staff with experience of supporting a child aged 7-11 years with JIA in school were recruited. Participants completed an online qualitative survey regarding their perceptions and experiences of supporting a child with JIA in school, with a sub-sample of 9 participants completing a subsequent telephone interview to explore responses in greater detail. Survey and interview data were analyzed using the conventional approach to qualitative content analysis. Results: Analyses generated 4 themes: (1) communicating, (2) flexing and adapting, (3) including and (4) learning and knowing. Findings highlighted the importance of clear communication between teaching staff and parents in addition to the need for teaching staff to provide individualized support for children with JIA which maximized their inclusion within the class. Conclusions: Teaching staff are proactive and creative in their efforts to support children with JIA. Additional resources to assist teaching staff to support children with JIA within school settings are needed

Supporting primary school children with Juvenile Idiopathic Arthritis: A qualitative investigation of teaching staff experiences

Background: Juvenile Idiopathic Arthritis (JIA) has a deleterious impact on numerous areas of children’s lives including school functioning. This study moves beyond eliciting child reports of school functioning to examine teaching staff’s experiences of supporting a child with JIA in school. Methods: Fifty-one UK based teaching staff with experience of supporting a child aged 7-11 years with JIA in school were recruited. Participants completed an online qualitative survey regarding their perceptions and experiences of supporting a child with JIA in school, with a sub-sample of 9 participants completing a subsequent telephone interview to explore responses in greater detail. Survey and interview data were analyzed using the conventional approach to qualitative content analysis. Results: Analyses generated 4 themes: (1) communicating, (2) flexing and adapting, (3) including and (4) learning and knowing. Findings highlighted the importance of clear communication between teaching staff and parents in addition to the need for teaching staff to provide individualized support for children with JIA which maximized their inclusion within the class. Conclusions: This paper provides new knowledge regarding how teaching staff adopt proactive and creative strategies to support children with JIA, often in the absence of ap-propriate training, identifying support needs and resources for teaching staff

Dynamic relationship between protective factors and violent outcomes assessed using the Structured Assessment of Protective Factors (SAPROF) in secure forensic services

This UK study is one of the first cohort studies exploring dynamic changes in risk and protective factors and the value of multiple risk assessments over time using the Structured Assessment of Protective Factors (SAPROF) tool. Multilevel linear regression was used to assess the stability of risk assessment ratings within patients and logistic regression to examine the likelihood of a violent incident following assessment. The analyses included 1560 observations for 65 adult forensic inpatients. This paper points to the need for services to model a more flexible review and application of the timescales in which the structured assessment/reassessment cycle operates

Topological relationships between perivascular spaces and progression of white matter hyperintensities:A pilot study in a sample of the Lothian Birth Cohort 1936

Enlarged perivascular spaces (PVS) and white matter hyperintensities (WMH) are features of cerebral small vessel disease which can be seen in brain magnetic resonance imaging (MRI). Given the associations and proposed mechanistic link between PVS and WMH, they are hypothesized to also have topological proximity. However, this and the influence of their spatial proximity on WMH progression are unknown. We analyzed longitudinal MRI data from 29 out of 32 participants (mean age at baseline = 71.9 years) in a longitudinal study of cognitive aging, from three waves of data collection at 3-year intervals, alongside semi-automatic segmentation masks for PVS and WMH, to assess relationships. The majority of deep WMH clusters were found adjacent to or enclosing PVS (waves−1: 77%; 2: 76%; 3: 69%), especially in frontal, parietal, and temporal regions. Of the WMH clusters in the deep white matter that increased between waves, most increased around PVS (waves−1–2: 73%; 2–3: 72%). Formal statistical comparisons of severity of each of these two SVD markers yielded no associations between deep WMH progression and PVS proximity. These findings may suggest some deep WMH clusters may form and grow around PVS, possibly reflecting the consequences of impaired interstitial fluid drainage via PVS. The utility of these relationships as predictors of WMH progression remains unclear

The safety of at home powdered infant formula preparation: a community science project

Formula fed infants experience gastrointestinal infections at higher rates than breastfed infants, due in part to bacteria in powdered infant formula (PIF) and bacterial contamination of infant feeding equipment. The United Kingdom National Health Service (UK NHS) has adopted the World Health Organization recommendation that water used to reconstitute PIF is ≥70°C to eliminate bacteria. We used community science methods to co‐design an at home experiment and online questionnaire (‘research diary’) to explore the safety of PIF preparation compared to UK NHS guidelines. 200 UK‐based parents of infants aged ≤12 months were recruited; 151 provided data on PIF preparation, and 143 were included in the analysis of water temperatures used to reconstitute PIF. Only 14.9% (n = 11) of 74 PIF preparation machines produced a water temperature of ≥70°C compared with 78.3% (n = 54) of 69 kettle users (p < 0.001). The mean temperature of water dispensed by PIF preparation machines was 9°C lower than kettles (Machine M = 65.78°C, Kettle M = 75.29°C). Many parents did not always fully follow NHS safer PIF preparation guidance, and parents did not appear to understand the potential risks of PIF bacterial contamination. Parents should be advised that the water dispensed by PIF preparation machines may be below 70°C, and could result in bacteria remaining in infant formula, potentially leading to gastrointestinal infections. PIF labelling should advise that water used to prepare PIF should be ≥70°C and highight the risks of not using sufficiently hot water, per WHO Europe advice. There is an urgent need for stronger consumer protections regarding PIF preparation devices

Editorial: Implementing the Teacher Education Initiative

Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity for teacher educators—the Teacher Education Initiative (TEI). The goal of the initiative is to enhance preparation of future teachers to use technology in effective ways to teach students across grades and academic disciplines. This effort builds upon initiatives such as Preparing Tomorrow’s Teachers to Use Technology (PT3) and Microsoft’s Partners in Learning (PIL) program. The goals of TEI are described in more detail in a previously published overview, “Preparing Teachers for Tomorrow’s Technologies” (Dilworth et al., 2012). The current article describes planned implementation strategies designed to advance more effective integration of technology in teacher preparation. TEI is grounded in the framework of technology, pedagogy, and content knowledge (TPACK; referred to as technological pedagogical content knowledge in Mishra & Koehler, 2006). Representatives of teacher education associations from a number of academic disciplines have assumed responsibility for the development of teacher education resources for each discipline. Representatives from associations related to special education, instructional technology, and teacher education at large are developing resources for non-discipline-specific teacher educators. In order to facilitate a systematic, coordinated approach within each TEI college or university representatives from the American Association of Colleges for Teacher Education (AACTE) are developing related materials for the leaders of schools, colleges and departments of teacher education