The distributed development of quality courses for a virtual university

Although virtual universities are widely touted as a way of competing globally in a post‐compulsory educational market, systems for implementing them are currently underdeveloped The central thesis in this paper is that in order to ensure the quality of the development and delivery of course materials for a virtual university, a collaborative and iterative approach to authoring is required. In this paper, the development of such a process will be discussed The paper is based on experience with a project whose aims included the provision of Masters‐level courses in supply chain management for learners in full‐time employment in small and medium‐sized enterprises (SMEs). The materials developed through the project were required to be academically rigorous, vocationally relevant, and situated in the context of the learners. The project relied on distributed development, with authors based at institutions across the UK and in Europe. This paper focuses on the creation and evolution of the development processes adopted by the project, illustrating these with examples of good and bad practice. Based on these, tensions between quality and resourcing are identified, and implications will be drawn for other teams working on the development of online courses

Toward a user-oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers

Towards a user oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology‐enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions

Self-Fictions and FilmVarda’s Transformative Technology of the Self in Les plages d’Agnès

Cette étude fait dialoguer l’autofiction, concept élaboré par la théorie littéraire, et le cinéma, par le biais d’une lecture des Plages d’Agnès d’Agnès Varda. En s’inspirant de la notion de l’autofiction telle que celle-ci a été élaboré par Vincent Colonna, nous essayons de développer un modèle de l’autofiction mieux adapté pour respecter les spécificités du cinéma. Dans cette optique, la théorie de la “technologie de soi” élaborée par Michel Foucault s’avère utile, car non seulement celui-ci reconnaît-il, tout comme Colonna (dans son étude Autofiction et autres mythomanies littéraires), le caractère transformiste de l’écriture de soi, mais son concept d’une “technologie de soi” s’adapte facilement aux productions de soi réalisées dans le cinéma. L’étude des Plages d’Agnès démontre la sensibilité de Varda à l’égard des transformations de soi opérées par son film, et met en scène sa capacité de les exploiter afin de répondre à un “souci de soi” foucauldien

Investigating the neural mechanisms underlying audio-visual perception using electroencephalography (EEG)

Traditionally research into how we perceive our external world focused on the unisensory approach, examining how information is processed by one sense at a time. This produced a vast literature of results revealing how our brains process information from the different senses, from fields such as psychophysics, animal electrophysiology, and neuroimaging. However, we know from our own experiences that we use more than one sense at a time to understand our external world. Therefore to fully understand perception, we must understand not only how the brain processes information from individual sensory modalities, but also how and when this information interacts and combines with information from other modalities. In short, we need to understand the phenomenon of multisensory perception. The work in this thesis describes three experiments aimed to provide new insights into this topic. Specifically, the three experiments presented here focused on examining when and where effects related to multisensory perception emerged in neural signals, and whether or not these effects could be related to behaviour in a time-resolved way and on a trial-by-trial basis. These experiments were carried out using a novel combination of psychophysics, high density electroencephalography (EEG), and advanced computational methods (linear discriminant analysis and mutual information analysis). Experiment 1 (Chapter 3) investigated how behavioural and neural signals are modulated by the reliability of sensory information. Previous work has shown that subjects will weight sensory cues in proportion to their relative reliabilities; high reliability cues are assigned a higher weight and have more influence on the final perceptual estimate, while low reliability cues are assigned a lower weight and have less influence. Despite this widespread finding, it remains unclear when neural correlates of sensory reliability emerge during a trial, and whether or not modulations in neural signals due to reliability relate to modulations in behavioural reweighting. To investigate these questions we used a combination of psychophysics, EEG-based neuroimaging, single-trial decoding, and regression modelling. Subjects performed an audio-visual rate discrimination task where the modality (auditory, visual, audio-visual), stimulus stream rate (8 to 14 Hz), visual reliability (high/low), and congruency in rate between audio-visual stimuli (± 2 Hz) were systematically manipulated. For the behavioural and EEG components (derived using linear discriminant analysis), a set of perceptual and neural weights were calculated for each time point. The behavioural results revealed that participants weighted sensory information based on reliability: as visual reliability decreased, auditory weighting increased. These modulations in perceptual weights emerged early after stimulus onset (48 ms). The EEG data revealed that neural correlates of sensory reliability and perceptual weighting were also evident in decoding signals, and that these occurred surprisingly early in the trial (84 ms). Finally, source localisation suggested that these correlates originated in early sensory (occipital/temporal) and parietal regions respectively. Overall, these results provide the first insights into the temporal dynamics underlying human cue weighting in the brain, and suggest that it is an early, dynamic, and distributed process in the brain. Experiment 2 (Chapter 4) expanded on this work by investigating how oscillatory power was modulated by the reliability of sensory information. To this end, we used a time-frequency approach to analyse the data collected for the work in Chapter 3. Our results showed that significant effects in the theta and alpha bands over fronto-central regions occurred during the same early time windows as a shift in perceptual weighting (100 ms and 250 ms respectively). Specifically, we found that theta power (4 - 6 Hz) was lower and alpha power (10 – 12 Hz) was higher in audio-visual conditions where visual reliability was low, relative to conditions where visual reliability was high. These results suggest that changes in oscillatory power may underlie reliability based cue weighting in the brain, and that these changes occur early during the sensory integration process. Finally, Experiment 3 (Chapter 5) moved away from examining reliability based cue weighting and focused on investigating cases where spatially and temporally incongruent auditory and visual cues interact to affect behaviour. Known collectively as “cross-modal associations”, past work has shown that observers have preferred and non-preferred stimuli pairings. For example, subjects will frequently pair high pitched tones with small objects and low pitched tones with large objects. However it is still unclear when and where these associations are reflected in neural signals, and whether they emerge at an early perceptual level or later decisional level. To investigate these questions we used a modified version of the implicit association test (IAT) to examine the modulation of behavioural and neural signals underlying an auditory pitch – visual size cross modal association. Congruency was manipulated by assigning two stimuli (one auditory and one visual) to each of the left or right response keys and changing this assignment across blocks to create congruent (left key: high tone – small circle, right key: low tone – large circle) and incongruent (left key: low tone – small circle, right key: high tone – large circle) pairings of stimuli. On each trial, subjects were presented with only one of the four stimuli (auditory high tone, auditory low tone, visual small circle, visual large circle), and asked to respond which was presented as quickly and accurately as possible. The key assumption with such a design is that subjects should respond faster when associated (i.e. congruent) stimuli are assigned to the same response key than when two non-associated stimuli are. In line with this, our behavioural results demonstrated that subjects responded faster on blocks where congruent pairings of stimuli were assigned to the response keys (high pitch-small circle and low pitch large circle), than blocks where incongruent pairings were. The EEG results demonstrated that information about auditory pitch and visual size could be extracted from neural signals using two approaches to single-trial analysis (linear discriminant analysis and mutual information analysis) early during the trial (50ms), with the strongest information contained over posterior and temporal electrodes for auditory trials, and posterior electrodes for visual trials. EEG components related to auditory pitch were significantly modulated by cross-modal congruency over temporal and frontal regions early in the trial (~100ms), while EEG components related to visual size were modulated later (~220ms) over frontal and temporal electrodes. For the auditory trials, these EEG components were significantly predictive of single trial reaction times, yet for the visual trials the components were not. As a result, the data support an early and short-latency origin of cross-modal associations, and suggest that these may originate in a bottom-up manner during early sensory processing rather than from high-level inference processes. Importantly, the findings were consistent across both analysis methods, suggesting these effects are robust. To summarise, the results across all three experiments showed that it is possible to extract meaningful, single-trial information from the EEG signal and relate it to behaviour on a time resolved basis. As a result, the work presented here steps beyond previous studies to provide new insights into the temporal dynamics of audio-visual perception in the brain. All experiments, although employing different paradigms and investigating different processes, showed early neural correlates related to audio-visual perception emerging in neural signals across early sensory, parietal, and frontal regions. Together, these results provide support for the prevailing modern view that the entire cortex is essentially multisensory and that multisensory effects can emerge at all stages during the perceptual process

Six-Month Prevalence of Mental Disorders and Service Contacts among Children and Youth in Ontario: Evidence from the 2014 Ontario Child Health Study

© The Author(s) 2019. Objectives: To present the 6-month prevalence and sociodemographic correlates of mental disorders and mental health–related service contacts in a sample of children (4 to 11 years) and youth (12 to 17 years) in Ontario. Methods: The 2014 Ontario Child Health Study is a provincially representative survey of 6537 families with children aged 4 to 17 years in Ontario. DSM-IV-TR mental disorders were assessed using the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) and included mood (major depressive episode), anxiety (generalized anxiety, separation anxiety, social phobia, specific phobia), and behaviour disorders (attention-deficit/hyperactivity disorder, oppositional-defiant disorder, conduct disorder).The MINI-KID was administered independently to the primary caregiver and youth aged 12 to 17 years in the family’s home. Results: Past 6-month prevalence of any mental disorder ranged from 18.2% to 21.8% depending on age and informant. Behaviour disorders were the most common among children, and anxiety disorders were the most common among youth. Among children and youth with a parent-identified mental disorder, 25.6% of children and 33.7% of youth had contact with a mental health provider. However, 60% had contact with one or more of the providers or service settings assessed, most often through schools. Conclusions: Between 18% and 22% of children and youth in Ontario met criteria for a mental disorder but less than one-third had contact with a mental health provider. These findings provide support for strengthening prevention and early intervention efforts and enhancing service capacity to meet the mental health needs of children and youth in Ontario

Poverty, Neighbourhood Antisocial Behaviour, and Children’s Mental Health Problems: Findings from the 2014 Ontario Child Health Study

© The Author(s) 2019. Objectives: To determine if levels of neighbourhood poverty and neighbourhood antisocial behaviour modify associations between household poverty and child and youth mental health problems. Methods: Data come from the 2014 Ontario Child Health Study—a provincially representative survey of 6537 families with 10,802 four- to 17-year-olds. Multivariate multilevel modelling was used to test if neighbourhood poverty and antisocial behaviour interact with household poverty to modify associations with children’s externalizing and internalizing problems based on parent assessments of children (4- to 17-year-olds) and self-assessments of youth (12- to 17-year-olds). Results: Based on parent assessments, neighbourhood poverty, and antisocial behaviour modified associations between household poverty and children’s mental health problems. Among children living in households below the poverty line, levels of mental health problems were 1) lower when living in neighbourhoods with higher concentrations of poverty and 2) higher when living in neighbourhoods with more antisocial behaviour. These associations were stronger for externalizing versus internalizing problems when conditional on antisocial behaviour and generalized only to youth-assessed externalizing problems. Conclusion: The lower levels of externalizing problems reported among children living in poor households in low-income neighbourhoods identify potential challenges with integrating poorer households into more affluent neighbourhoods. More important, children living in poor households located in neighbourhoods exhibiting more antisocial behaviour are at dramatically higher risk for mental health problems. Reducing levels of neighbourhood antisocial behaviour could have large mental health benefits, particularly among poor children