Conceptual representations for transfer: A case study tracing back and looking forward

A primary goal of instruction is to prepare learners to transfer their knowledge and skills to new contexts, but how far this transfer goes is an open question.  In the research reported here, we seek to explain a case of transfer through examining the processes by which a conceptual representation used to reason about complex systems was transferred from one natural system (an aquarium ecosystem) to another natural system (human cells and body systems). In this case study, a teacher was motivated to generalize her understanding of the Structure, Behaviour, and Function (SBF) conceptual representation to modify her classroom instruction and teaching materials for another system. This case of transfer was unexpected and required that we trace back through the video and artefacts collected over several years of this teacher enacting a technology-rich classroom unit organized around this conceptual representation. We provide evidence of transfer using three data sources: (1) artefacts that the teacher created (2) in-depth semi-structured interview data with the teacher about how her understanding of the representation changed over time and (3) video data over multiple years, covering units on the aquatic ecosystem and the new system that the teacher applied the SBF representation to, the cell and body. Borrowing from interactive ethnography, we traced backward from where the teacher showed transfer to understand how she got there. The use of the actor-oriented transfer and preparation for future learning perspectives provided lenses for understanding transfer. Results of this study suggest that identifying similarities under the lens of SBF and using it as a conceptual tool are some primary factors that may have supported transfer

Risk of intracranial haemorrhage and ischaemic stroke after convexity subarachnoid haemorrhage in cerebral amyloid angiopathy: international individual patient data pooled analysis

OBJECTIVE: To investigate the frequency, time-course and predictors of intracerebral haemorrhage (ICH), recurrent convexity subarachnoid haemorrhage (cSAH), and ischemic stroke after cSAH associated with cerebral amyloid angiopathy (CAA). METHODS: We performed a systematic review and international individual patient-data pooled analysis in patients with cSAH associated with probable or possible CAA diagnosed on baseline MRI using the modified Boston criteria. We used Cox proportional hazards models with a frailty term to account for between-cohort differences. RESULTS: We included 190 patients (mean age 74.5 years; 45.3% female) from 13 centers with 385 patient-years of follow-up (median 1.4 years). The risks of each outcome (per patient-year) were: ICH 13.2% (95% CI 9.9-17.4); recurrent cSAH 11.1% (95% CI 7.9-15.2); combined ICH, cSAH, or both 21.4% (95% CI 16.7-26.9), ischemic stroke 5.1% (95% CI 3.1-8) and death 8.3% (95% CI 5.6-11.8). In multivariable models, there is evidence that patients with probable CAA (compared to possible CAA) had a higher risk of ICH (HR 8.45, 95% CI 1.13-75.5, p = 0.02) and cSAH (HR 3.66, 95% CI 0.84-15.9, p = 0.08) but not ischemic stroke (HR 0.56, 95% CI 0.17-1.82, p = 0.33) or mortality (HR 0.54, 95% CI 0.16-1.78, p = 0.31). CONCLUSIONS: Patients with cSAH associated with probable or possible CAA have high risk of future ICH and recurrent cSAH. Convexity SAH associated with probable (vs possible) CAA is associated with increased risk of ICH, and cSAH but not ischemic stroke. Our data provide precise risk estimates for key vascular events after cSAH associated with CAA which can inform management decisions

“Whoa! we’re going deep in the trees!”: patterns of collaboration around an interactive information visualization exhibit

In this paper we present a qualitative analysis of natural history museum visitor interaction around a multi-touch tabletop exhibit called DeepTree that we designed around concepts of evolution and common descent. DeepTree combines several large scientific datasets and an innovative visualization technique to display a phylogenetic tree of life consisting of over 70,000 species. After describing our design, we present a study involving pairs of children interacting with DeepTree in two natural history museums. Our analysis focuses on two questions. First, how do dyads negotiate their moment-to-moment exploration of the exhibit? Second, how do dyads develop and negotiate their understanding of evolutionary concepts? In order to address these questions we present an analytical framework that describes dyads’ exploration along two dimensions: coordination and target of action. This framework reveals four distinct patterns of interaction, which, we argue, are relevant for similar interactive designs. We conclude with a discussion of the role of design in helping visitors make sense of interactive experiences involving the visualization of large scientific datasets