The case for a centre for learning and teaching

The impact of the Bradley Review, and the Governments response to it, are still continuing to transform the Australian Higher Education sector just as radically as any of the reforms that preceded it in earlier decades. When considered from a market perspective, these reforms have ensured that the sector must increasingly both understand and be able to respond rapidly, and in agile manner, to changing and challenging market conditions particularly where the recruitment and retention of students is concerned. In addition to these changing market dynamics is the evolving and increasing requirement to be able to demonstrably quality assure many aspects of the learning experience, but most particularly those elements that relate to the expression of the curriculum, particularly in terms of learning outcomes and the related assessment and moderation regimes

A qualitative analysis of an LMS usage by staff

The Learning Management System (LMS) has emerged as one of the preferred information and communication technology solutions by which the higher education sector seeks to manage and support the learning experience that it provides to its students. It has also become an increasingly valuable tool which has the ability to record and capture data about users, unlocking the unprecedented potential of data captured for informed decision making and evidence- based strategies. Present literature illustrates a growing interest and increased use of analytics within the LMS to support and enhance the quality of learning and teaching; however, much of the focus has been on student learning and engagement. While educators can greatly benefit from data on learners, there is also a potential value in exploring and understanding the usage and engagement from the teaching staff perspective, as they are the key technological interfaces in the education institutions (Noeth & Volkov, 2004) who provide access to virtual learning content and support to students as part of the enhanced overall student learning experience. In 2008, the Learning Management System (LMS) Usage Framework was conceived by Griffith University and the University of Western Sydney as a joint initiative to undertake a benchmarking exercise to measure the level of uptake of the LMS and the associated tools at both universities This project and its outcomes were reported at ASCILITE 2009; Benchmarking across universities: A framework for LMS analysis (Rankine, Stevenson, Malfroy, Ashford-Rowe). This framework was a dynamic process model designed to define, describe and measure elements common to the online courses at given points in time, which enabled the selection of data according to specified criteria. Its principal elements were Content, Communication, Collaboration, Assessment, and Explicit Learner Support. Each element was then further broken into subcategories with respect to the use of particular online tools and educational content. Since 2008, and in collaboration with Educational Designers embedded within the academic community known at Griffith as Blended Learning Advisors, the framework that was developed in 2008 has undergone an evolutionary transformation to better fit and reflect the current Griffith learning and teaching context. However, its principal pedagogical delivery elements remain as Content, Communication, Collaboration, Assessment, and Explicit Learner Support, noting that each element is further broken into subcategories, which contain data on the use of particular online tools and educational content. In 2011/12 Griffith University initiated a further project, based upon this work, the purpose of which was to measure the level of academic uptake of the LMS. The revised LMS Usage Framework was adopted to develop algorithms capturing the relevant LMS data. This quantitative data was then analysed to measure the level of academic uptake and usage of the tools within the LMS. The data was structured to enable analysis at a range of academic grouping levels (Faculty/Department/School etc.) as well as to illustrate the overall performance of the respective academic element in terms of uptake and usage of technology tools in education delivery. This data extracted provided new and useful insights on the LMS tools usage patterns. This particularly activity was conducted as an exploratory study aimed at building on the previous work in this area, as noted above. However, it also unearthed new possibilities in the gathering and analysis of the LMS data to assist academic teachers, their managers and those administrators tasked with supporting academic professional development, in particular where it relates to evaluating the effectiveness of technological applications and strategies implemented to support an enhanced student learning experience and achievement

Feasibility and Acceptability of a Web-Based Treatment with Telephone Support for Postpartum Women With Anxiety: Randomized Controlled Trial

BACKGROUND: Postpartum anxiety can have adverse effects on the mother and child if left untreated. Time constraints and stigma are common barriers to postpartum treatment. Web-based treatments offer potential flexibility and anonymity. What Am I Worried About (WaWa) is a self-guided treatment based on cognitive-behavioral and mindfulness principles for women experiencing postpartum anxiety. WaWa was developed in Australia and consists of 9 modules with optional weekly telephone support. WaWa was adapted to a Web-based version for use in England (Internet-based What Am I Worried About, iWaWa). OBJECTIVE: This study aimed to investigate the feasibility (engagement and usability) and acceptability (usefulness, satisfaction, and helpfulness) of iWaWa among English postpartum women with anxiety. METHODS: Postpartum (<12 months) women with mild-to-severe anxiety were recruited anonymously via social media during an 8-week period. Participants were randomized to the iWaWa treatment (8 weeks) or wait-list control group. Treatment and study feasibility and acceptability were assessed after the treatment, and anxiety symptoms were assessed at baseline, 8 weeks postrandomization, and 12 weeks postrandomization (treatment group only) using Web-based questionnaires. Semistructured telephone interviews were carried out after the treatment period for a more in-depth exploration of treatment acceptability and feasibility. RESULTS: A total of 89 eligible women were recruited through social media and randomized into the treatment (n=46) or wait-list control group (n=43). Women were predominantly Caucasian, well-educated, married, on maternity leave, first-time mothers and reported moderate levels of anxiety. Dropout rates were high, especially in the treatment group (treatment: 82%, 38/46; wait-list control: 51%, 22/43). A total of 26 women started iWaWa with only 2 women completing all 9 modules. Quantitative and qualitative data suggest iWaWa was experienced as generally useful and helpful. Participants enjoyed iWaWa's accessibility, anonymity, and weekly reminders, as well as the introduction to the principles of cognitive-behavioral therapy (CBT) and mindfulness. However, iWaWa was also experienced as not user-friendly enough, too long, and not smartphone-friendly. Parts of the content were experienced as not always relevant and appropriate. Participants felt that iWaWa could be improved by having it in a smartphone app format and by making the content more concise and inclusive of different parenting styles. CONCLUSIONS: Despite interest in iWaWa, the results suggest that both the study and iWaWa were not feasible in the current format. However, this first trial provides useful evidence about treatment format and content preferences that can inform iWaWa's future development, as well as research and development of Web-based postpartum anxiety treatments, in general, to optimize adherence. TRIAL REGISTRATION: ClinicalTrials.gov NCT02434406; https://clinicaltrials.gov/ct2/show/NCT02434406 (Archived by WebCite at http://www.webcitation.org/6xTq7Bwmd)

Internet-based interventions for postpartum anxiety: exploring health visitors’ views

Objective: This study aimed to explore health visitors’ (HVs) views on the acceptability and potential implementation of internet-based postpartum anxiety interventions in their practice. Background: Internet-based self-help has been shown to be effective and acceptable for postpartum depression. Recently, an internet-based intervention has been developed for postpartum anxiety. Before implementing new anxiety interventions in postpartum care, it is important to determine the acceptability and ways of implementing such interventions. This study therefore explored HVs’ views on this, as they are the some of the key healthcare professionals supporting women postpartum. Methods: Semi-structured interviews were conducted with 13 HVs across the UK. Audio-recorded interviews were transcribed verbatim and analysed using thematic analysis. Results: Five themes emerged – suitability; benefits; concerns; importance of one-to-one support; implementation. Internet-based interventions were seen as suitable as an additional option for a sub-group of postpartum women. Identified benefits included increased availability of a treatment tool for postpartum anxiety and treatment anonymity and flexibility. Reported concerns were the women’s state of mind, decreased human and professional contact, as well as IT access and literacy and language skills. HVs considered the most feasible way to implement internet-based interventions would be to have flyers for HVs to include with other information provided after birth or to hand out and discuss during their visits. The need for sufficient evidence of treatment efficacy and appropriate training was highlighted. Conclusion: This study highlights the opportunities and challenges that need to be considered before implementing internet-based interventions for postpartum anxiety in the postpartum care

Socio-economic status and students' experiences of technologies: Is there a digital divide?

With the widening participation agenda in Australia, more students from low socio-economic backgrounds are being encouraged to undertake university degrees, and will be expected to use digital technologies and demonstrate digital literacies. This paper used data from a 2013 survey of students across three universities, to examine whether there were socio-economic differences in students' access to and use of technologies. There were few differences in access to equipment. There were also no differences in the most common uses of technologies, such as accessing course materials from the LMS, and few differences between students from low, medium and high socioeconomic status suburbs. However students who received government support benefits less frequently used technologies that related to disciplinary skills or to creating rather than receiving content. There may be a subtle digital divide, where financially disadvantaged students are engaging less with technologies that will most benefit their future employment

Student use of technologies for learning â€" what has changed since 2010?

This paper reports on a large longitudinal survey of students and their use of technologies in two Australian universities. The SEET survey is unique in Australia because it includes not just current use, but students' expectations about their future use of technology. The survey was originally run in 2010 and then repeated, with slight modifications to reflect changes in technologies, in 2013. This paper compares the results from 2013 with the 2010 results. Whilst some changes reflect the wider access to freely available open resources and new technologies such as Smartphones and iPads, other results are remarkably consistent with the 2010 results. Overall students are increasingly satisfied with their use of technologies and despite the increase in uptake of freely available technologies, it is evident that the LMS and its inbuilt tools and functions remain a key platform for learning and teaching at universities

Real World Learning and Authentic Assessment

As students increasingly adopt a consumerist lifestyle academics are under pressure to assess and mark more students’ assignments in quicker turn around periods. In no other area is the marketisation shift between student and academic more apparent in the accountability that academics now need to demonstrate to students in their grading and feedback (Boud & Molloy, 2013). When evaluating their higher education experience students are most likely to complain about their grading or feedback (Boud & Molloy, 2013) and National Student Survey results consistently indicate that this category, more than any other, has the highest student dissatisfaction rates (Race, 2014)

Maternal and neonatal factors associated with mode of delivery under a universal newborn hearing screening programme in Lagos, Nigeria

<p>Abstract</p> <p>Background</p> <p>Emerging evidence from a recent pilot universal newborn hearing screening (UNHS) programme suggests that the burden of obstetric complications associated with mode of delivery is not limited to maternal and perinatal mortality but may also include outcomes that undermine optimal early childhood development of the surviving newborns. However, the potential pathways for this association have not been reported particularly in the context of a resource-poor setting. This study therefore set out to establish the pattern of delivery and the associated neonatal outcomes under a UNHS programme.</p> <p>Methods</p> <p>A cross-sectional study in which all consenting mothers who delivered in an inner-city tertiary maternity hospital in Lagos, Nigeria from May 2005 to December 2007 were enrolled during the UNHS programme. Socio-demographic, obstetric and neonatal factors independently associated with vaginal, elective and emergency caesarean deliveries were determined using multinomial logistic regression analyses.</p> <p>Results</p> <p>Of the 4615 mothers enrolled, 2584 (56.0%) deliveries were vaginal, 1590 (34.4%) emergency caesarean and 441 (9.6%) elective caesarean section. Maternal age, parity, social class and all obstetric factors including lack of antenatal care, maternal HIV and multiple gestations were associated with increased risk of emergency caesarean delivery compared with vaginal delivery. Only parity, lack of antenatal care and prolonged/obstructed labour were associated with increased risk of emergency compared with elective caesarean delivery. Infants delivered by vaginal method or by emergency caesarean section were more likely to be associated with the risk of sensorineural hearing loss but less likely to be associated with hyperbilirubinaemia compared with infants delivered by elective caesarean section. Emergency caesarean delivery was also associated with male gender, low five-minute Apgar scores and admission into special care baby unit compared with vaginal or elective caesarean delivery.</p> <p>Conclusions</p> <p>The vast majority of caesarean delivery in this population occur as emergencies and are associated with socio-demographic factors as well as several obstetric complications. Mode of delivery is also associated with the risk of sensorineural hearing loss and other adverse birth outcomes that lie on the causal pathways for potential developmental deficits.</p

Quality of Life as an outcome in Alzheimer's disease and other dementias- obstacles and goals

<p>Abstract</p> <p>Background</p> <p>The number of individuals at risk for dementia will probably increase in ageing societies as will the array of preventive and therapeutic options, both however within limited economic resources. For economic and medical purposes valid instruments are required to assess disease processes and the efficacy of therapeutic interventions for different forms and stages of illness. In principal, the impact of illness and success of an intervention can be assessed with biomedical variables, e.g. severity of symptoms or frequency of complications of a disease. However, this does not allow clear judgement on clinical relevance or comparison across different diseases.</p> <p>Discussion</p> <p>Outcome model variables such as quality of life (QoL) or health care resource utilization require the patient to appraise their own well-being or third parties to set preferences. In Alzheimer's disease and other dementias the evaluation process performed by the patient is subject to the disease process itself because over progress of the disease neuroanatomical structures are affected that mediate evaluation processes.</p> <p>Summary</p> <p>Published research and methodological considerations thus lead to the conclusion that current QoL-instruments, which have been useful in other contexts, are ill-suited and insufficiently validated to play a major role in dementia research, decision making and resource allocation. New models integrating biomedical and outcome variables need to be developed in order to meet the upcoming medical and economic challenges.</p