When Words Become Unclear : Unmasking ICT Through Visual Methodologies in Participatory ICT4D

Across the globe, our work and social lives are increasingly integrated with Information and Communication Technologies (ICT), yet massive disparities in the values, uses and benefits of ICT exist. New methods are needed to shed light on unique and integrative concepts of ICT across cultures. This paper explores the use of visual methods to facilitate critical engagement with ICT—defined as situational awareness, reflexive ICT practice and power and control over ICT. This definition of critical ICT engagement is informed by a cultural identity lens, and intends to improve participatory methods in ICT for Development (ICT4D) and community technology design and application. Our notion of critical ICT engagement is developed through an analysis of three case studies, each employing visual methods to shed light on concepts and practices of ICT cross-culturally. This paper makes three contributions to the ICT4D literature. First, it establishes a cultural identity lens to chart out cultural differences between researchers and participants, and to develop situational awareness of ICT in context. Second, it defines the conceptual domain of reflexive ICT practice and establishes the key role of researchers in facilitating it. Third, it argues for the need to support participants to develop capacity to engage critically with ICT as a means to influence social and organizational structures. This paper offers a way for researchers and practitioners to engage with cultural issues in community-based research and design using visual methodologies

Exploring capability and accountability outcomes of open development for the poor and marginalized: An analysis of select literature

Open development concerns the application of digitally-enabled openness to radically change human capability and governance contexts (Davies & Edwards, 2012; Smith & Reilly, 2013; Smith, Elder, & Emdon, 2011). However, what openness means, and how it contributes to development outcomes is contested (Buskens, 2013; Singh & Gurumurthy, 2013). Furthermore, the potential of open development to support positive social transformation has not yet materialized, particularly for marginalized populations (Bentley & Chib, 2016), partly because relatively little is known regarding how transformation is enacted in the field. Likewise, two promising outcomes – the expansion of human capabilities and accountability – have not been explored in detail. This research interrogates the influence of digitally-enabled openness on transformation processes and outcomes. A purposeful sample of literature was taken to evaluate outcomes and transformation processes according to our theoretical framework, which defines seven cross-cutting dimensions essential to incorporate. We argue that these dimensions explain links between structures, processes and outcomes of open development. These links are essential to understand in the area of Community Informatics as they enable researchers and practitioners to support effective use of openness by and for poor and marginalized communities to pursue their own objectives

IL‐1β prevents ILC2 expansion, type 2 cytokine secretion, and mucus metaplasia in response to early‐life rhinovirus infection in mice

BackgroundEarly‐life wheezing‐associated respiratory infection with human rhinovirus (RV) is associated with asthma development. RV infection of 6‐day‐old immature mice causes mucous metaplasia and airway hyperresponsiveness which is associated with the expansion of IL‐13‐producing type 2 innate lymphoid cells (ILC2s) and dependent on IL‐25 and IL‐33. We examined regulation of this asthma‐like phenotype by IL‐1β.MethodsSix‐day‐old wild‐type or NRLP3−/− mice were inoculated with sham or RV‐A1B. Selected mice were treated with IL‐1 receptor antagonist (IL‐1RA), anti‐IL‐1β, or recombinant IL‐1β.ResultsRhinovirus infection induced Il25, Il33, Il4, Il5, Il13, muc5ac, and gob5 mRNA expression, ILC2 expansion, mucus metaplasia, and airway hyperresponsiveness. RV also induced lung mRNA and protein expression of pro‐IL‐1β and NLRP3 as well as cleavage of caspase‐1 and pro‐IL‐1β, indicating inflammasome priming and activation. Lung macrophages were a major source of IL‐1β. Inhibition of IL‐1β signaling with IL‐1RA, anti‐IL‐1β, or NLRP3 KO increased RV‐induced type 2 cytokine immune responses, ILC2 number, and mucus metaplasia, while decreasing IL‐17 mRNA expression. Treatment with IL‐1β had the opposite effect, decreasing IL‐25, IL‐33, and mucous metaplasia while increasing IL‐17 expression. IL‐1β and IL‐17 each suppressed Il25, Il33, and muc5ac mRNA expression in cultured airway epithelial cells. Finally, RV‐infected 6‐day‐old mice showed reduced IL‐1β mRNA and protein expression compared to mature mice.ConclusionMacrophage IL‐1β limits type 2 inflammation and mucous metaplasia following RV infection by suppressing epithelial cell innate cytokine expression. Reduced IL‐1β production in immature animals provides a mechanism permitting asthma development after early‐life viral infection.Early‐life rhinovirus infection increases epithelial expression of the innate cytokines IL‐25 and IL‐33, expands (type 2 innate lymphoid cells) ILC2s, and enhances development of an asthma‐like phenotype. Rhinovirus causes macrophage (NLR family, pyrin domain containing 3) NLRP3 inflammasome activation and bioactive IL‐1β production. IL‐1β production, which is deficient in immature mice, attenuates production of IL‐25 and IL‐33, thereby protecting against rhinovirus‐induced asthma development.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/156197/3/all14241_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/156197/2/all14241.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/156197/1/all14241-sup-0001-FigS1.pd

Safety, immunogenicity, and reactogenicity of BNT162b2 and mRNA-1273 COVID-19 vaccines given as fourth-dose boosters following two doses of ChAdOx1 nCoV-19 or BNT162b2 and a third dose of BNT162b2 (COV-BOOST): a multicentre, blinded, phase 2, randomised trial

Background Some high-income countries have deployed fourth doses of COVID-19 vaccines, but the clinical need, effectiveness, timing, and dose of a fourth dose remain uncertain. We aimed to investigate the safety, reactogenicity, and immunogenicity of fourth-dose boosters against COVID-19.Methods The COV-BOOST trial is a multicentre, blinded, phase 2, randomised controlled trial of seven COVID-19 vaccines given as third-dose boosters at 18 sites in the UK. This sub-study enrolled participants who had received BNT162b2 (Pfizer-BioNTech) as their third dose in COV-BOOST and randomly assigned them (1:1) to receive a fourth dose of either BNT162b2 (30 µg in 0·30 mL; full dose) or mRNA-1273 (Moderna; 50 µg in 0·25 mL; half dose) via intramuscular injection into the upper arm. The computer-generated randomisation list was created by the study statisticians with random block sizes of two or four. Participants and all study staff not delivering the vaccines were masked to treatment allocation. The coprimary outcomes were safety and reactogenicity, and immunogenicity (antispike protein IgG titres by ELISA and cellular immune response by ELISpot). We compared immunogenicity at 28 days after the third dose versus 14 days after the fourth dose and at day 0 versus day 14 relative to the fourth dose. Safety and reactogenicity were assessed in the per-protocol population, which comprised all participants who received a fourth-dose booster regardless of their SARS-CoV-2 serostatus. Immunogenicity was primarily analysed in a modified intention-to-treat population comprising seronegative participants who had received a fourth-dose booster and had available endpoint data. This trial is registered with ISRCTN, 73765130, and is ongoing.Findings Between Jan 11 and Jan 25, 2022, 166 participants were screened, randomly assigned, and received either full-dose BNT162b2 (n=83) or half-dose mRNA-1273 (n=83) as a fourth dose. The median age of these participants was 70·1 years (IQR 51·6–77·5) and 86 (52%) of 166 participants were female and 80 (48%) were male. The median interval between the third and fourth doses was 208·5 days (IQR 203·3–214·8). Pain was the most common local solicited adverse event and fatigue was the most common systemic solicited adverse event after BNT162b2 or mRNA-1273 booster doses. None of three serious adverse events reported after a fourth dose with BNT162b2 were related to the study vaccine. In the BNT162b2 group, geometric mean anti-spike protein IgG concentration at day 28 after the third dose was 23 325 ELISA laboratory units (ELU)/mL (95% CI 20 030–27 162), which increased to 37 460 ELU/mL (31 996–43 857) at day 14 after the fourth dose, representing a significant fold change (geometric mean 1·59, 95% CI 1·41–1·78). There was a significant increase in geometric mean anti-spike protein IgG concentration from 28 days after the third dose (25 317 ELU/mL, 95% CI 20 996–30 528) to 14 days after a fourth dose of mRNA-1273 (54 936 ELU/mL, 46 826–64 452), with a geometric mean fold change of 2·19 (1·90–2·52). The fold changes in anti-spike protein IgG titres from before (day 0) to after (day 14) the fourth dose were 12·19 (95% CI 10·37–14·32) and 15·90 (12·92–19·58) in the BNT162b2 and mRNA-1273 groups, respectively. T-cell responses were also boosted after the fourth dose (eg, the fold changes for the wild-type variant from before to after the fourth dose were 7·32 [95% CI 3·24–16·54] in the BNT162b2 group and 6·22 [3·90–9·92] in the mRNA-1273 group).Interpretation Fourth-dose COVID-19 mRNA booster vaccines are well tolerated and boost cellular and humoral immunity. Peak responses after the fourth dose were similar to, and possibly better than, peak responses after the third dose

A Comparison of Social Tagging Designs and User Participation

Social tagging empowers users to categorize content in a personally meaningful way while harnessing their potential to contribute to a collaborative construction of knowledge. In addition, social tagging systems offer innovative filtering mechanisms that facilitate resource discovery and browsing. As a result, social tags support online communication, informal or intended learning as well as the development of online communities. This poster will report on a mixed methods study that examined how undergraduate students participate in social tagging activities. Preliminary results of this study echo findings found in the growing literature concerning social tagging from the fields of computer science and information science

Exploring information ethics for inclusive open development

Open development refers to the ways in which new Information and Communications Technologies (ICTs) transform modes of participation and production, human development processes and access to knowledge resources. Open development, however, is not well-defined and immanent developments have only recently begun to be categorised (Reilly and Smith, 2014). This means that there has been little exploration of open development in terms of its potential to influence intentional and existing development aid practices. This paper therefore intends to offer insight into how open development practices within relationships between donors and civil society organisations could be guided by an underlying information ethics. By considering the totality of relationships in an information environment, or the infosphere, open development may be more likely to ensure effective and inclusive human development outcomes

Encouraging self-regulated learning through electronic portfolios

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. Résumé : Au Centre d’études sur l’apprentissage et la performance (CEAP) de l’Université Concordia à Montréal, Québec, nous avons conçu le logiciel de portfolio électronique réflexif pour l’apprentissage des élèves (PERLE) afin d’encourager l’apprentissage autorégulé chez les élèves et d’accroître leurs compétences de base. Cet article présente un résumé de la documentation sur les portfolios électroniques, une description de PERLE, ainsi que nos résultats de recherche documentés à ce jour, y compris des analyses des réponses des enseignants et des élèves. Les participants à cette étude se composaient de 62 enseignants, la plupart dans des écoles primaires, et de leurs élèves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Québec. Les réponses des élèves et des enseignants au posttest suggèrent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont été perçus de manière positive et qu’ils ont été suffisamment assimilés pour se traduire par de nouvelles compétences chez les élèves. En revanche, les enseignants ont mentionné qu’enseigner les stratégies d’apprentissage autorégulé était nouveau et que cela exigeait de modifier leurs stratégies d’enseignement pour en adopter d’autres auxquelles ils n’étaient pas encore habitués. Les groupes de discussion ont également fait ressortir les défis liés à l’utilisation des portfolios dans le but d’apprendre l’autorégulation aux enfants. Enfin, l’analyse des portfolios des élèves a révélé que seulement une petite portion des travaux d’élèves démontrait des niveaux élevés d’autorégulation