Research ethics and participatory research in an interdisciplinary technology-enhanced learning project

This account identifies some of the tensions that became apparent in a large interdisciplinary technology-enhanced learning project as its members attempted to maintain their commitment to responsive, participatory research and development in naturalistic research settings while also ‘enacting’ these commitments in formal research review processes. It discusses how these review processes were accompanied by a commitment to continuing discussion and elaboration across an extended research team and to a view of ethical practice as an aspect of phronesis or ‘practical wisdom’ which demands understanding of specific situations and reference to prior experience. In this respect the interdisciplinary nature of the project allows the diverse experience of the project team to be brought into play, with ethical issues a joint point of focus for continuing interdisciplinary discours

Reshaping Academic Practice and Relationships within the Department Of Plant Sciences

At the University of Cambridge, a research and development project concerned with teaching and learning in small-group tutorials has been initiated in Department of Plant Sciences. Known as the Plant Sciences Pedagogy Project, it is part of the Teaching for Learning Network (TfLN), which includes members of the Centre for Applied Research into Educational Technologies (CARET), the Department of Engineering and the Faculty of Classics. Provision of small-group tutorials plays a key role in teaching support for students at the University of Cambridge. However, variation in student experience of tutorial quality was raised as a point of concern in a recent student survey (Cambridge University Students’ Union, 2004). Our research therefore focussed on analysis of the tutorial environment with the aim of finding out how best to support our teaching staff and to influence changes in teaching and learning practices within the Department. The Plant Sciences Pedagogy Project used a number of qualitative and quantitative educational research methods in order to identify key plant sciences specific teaching and learning issues. These methods included practice-value questionnaires, self-efficacy questionnaires, supervision video analysis, student focus groups and supervisor interviews, which were implemented over the course of two academic years. The research findings were used to inform the development of a number of new learning resources which were provided for students within a virtual learning environment (VLE), or in collaborative workshops. The impact of the implementation of these new resources was assessed in order to inform research and development for the next academic year. In this paper, we describe the development of the research conducted in the Department of Plant Sciences and also chart the involvement of embedded researchers in the formation of the TfLN. The research structure is initially described in association with action research methodology but it is argued that the format has developed throughout the formation of TfLN so that it is best aligned with theories of social network analysis (Granovetter, 1973). This paper uses the theoretical perspective of brokerage between communities of practice (Burt, 2005; Wenger, 1998) to describe the role that plant science researchers have played in conducting research concerned with initiating changes in teaching and learning practices and also the subsequent coconfiguration of the TfLN research community. Burt’s (2005) four levels of brokerage are used to structure the discussion of these research processes, and the boundary crossing objects that have been used to support brokerage activities are described

Using an evidence informed approach to create online learning resources

The Plant Sciences Pedagogy Project began in the autumn of 2005 sponsored by the Cambridge-MIT Institute (CMI). The project objectives within the Department of Plant Sciences at the University of Cambridge were twofold: to conduct research into undergraduate teaching and learning within the Department; and to develop online resources to support student learning. The research focused on the second year ‘Part IB Plant & Microbial Sciences’ (IB PMS) Course. A combination of focus groups, dual-scale questionnaires and semi-structured interviews were used to gauge both student and staff opinions on, attitudes towards, and expectations of, teaching on the IB PMS course. This resulted in a solid evidence base, with several key themes emerging that were confirmed by multiple approaches. This evidence base was then used to inform and shape the construction of the students’ course site and the new resources to be housed within it. The site was developed in the Universities’ adaptation of the Sakai Virtual Learning Environment (VLE) platform, known as CamTools, for which technical support was provided by Centre for Applied Research in Educational Technologies (CARET). There can be a strong temptation to use all the options offered by available information technology for their own sake and CamTools is rich in pre-programmed software ‘tools’. Therefore the evidence informed approach was adopted to identify appropriate tools for implementation. The CamTools/Sakai online environment proved to be extremely versatile and allowed the development of bespoke online learning resources for students; this resulted in an online learning environment which best matched the needs of the course and its students

Student Inquiry, Networks of Knowledge and Linked Data

This paper explores the potential for the development of new learning opportunities in higher education, through students being conceptualised not as consumers, recipients or commodities, but rather as co-researchers and co-producers of knowledge. Specifically, it discusses the implications of new forms of networked knowledge enabled by the emergence of semantic web and linked data technologies and the reconceptualising of the Internet as a ‘global data space’. We draw on our experience of initiating and supporting a range of projects in UK higher education in the course of an extended programme of research and development.  Some of these involved the design and development of new technology platforms, while others were focussed on the redevelopment of taught courses, assignments and assessed activities. What these projects had in common is that they all took place in the context of complex learning settings in which some variety of case based learning is used.  They involved students drawn from different disciplines in higher education in ‘research-based learning’ about curriculum contexts, and about pedagogical aspects of these contexts.  New digital tools were developed in the form of rich web applications that allowed learner interaction with content, in many cases underpinned by data from multiple sources and in diverse formats.  In the development of these online technologies, students located, analysed, synthesised and, in some cases, generated new data, and, perhaps more significantly, participated in local or global knowledge networks. What we will argue is that these types of projects involve not only the development of specific techno-literacies, but also that they form the basis of broader ‘critical digital literacies’.  These in turn equip students to enter workplaces better positioned to inquire into the particularities of the educational settings in which they work and the practices in which they are engaged. They can thus undertake ‘counter-research’ in which dominant rhetorics are challenged, and evidence bases for policy and practice are subjected to scrutiny, critique and reinterpretation. This presents the potential for students to undertake critical and politicised inquiry as part of a broader reframing of the purposes of higher education

Improving the normalization of complex interventions: part 1 - development of the NoMAD instrument for assessing implementation work based on normalization process theory (NPT)

Background Understanding and measuring implementation processes is a key challenge for implementation researchers. This study draws on Normalization Process Theory (NPT) to develop an instrument that can be applied to assess, monitor or measure factors likely to affect normalization from the perspective of implementation participants. Methods An iterative process of instrument development was undertaken using the following methods: theoretical elaboration, item generation and item reduction (team workshops); item appraisal (QAS-99); cognitive testing with complex intervention teams; theory re-validation with NPT experts; and pilot testing of instrument. Results We initially generated 112 potential questionnaire items; these were then reduced to 47 through team workshops and item appraisal. No concerns about item wording and construction were raised through the item appraisal process. We undertook three rounds of cognitive interviews with professionals (n = 30) involved in the development, evaluation, delivery or reception of complex interventions. We identified minor issues around wording of some items; universal issues around how to engage with people at different time points in an intervention; and conceptual issues around the types of people for whom the instrument should be designed. We managed these by adding extra items (n = 6) and including a new set of option responses: ‘not relevant at this stage’, ‘not relevant to my role’ and ‘not relevant to this intervention’ and decided to design an instrument explicitly for those people either delivering or receiving an intervention. This version of the instrument had 53 items. Twenty-three people with a good working knowledge of NPT reviewed the items for theoretical drift. Items that displayed a poor alignment with NPT sub-constructs were removed (n = 8) and others revised or combined (n = 6). The final instrument, with 43 items, was successfully piloted with five people, with a 100% completion rate of items. Conclusion The process of moving through cycles of theoretical translation, item generation, cognitive testing, and theoretical (re)validation was essential for maintaining a balance between the theoretical integrity of the NPT concepts and the ease with which intended respondents could answer the questions. The final instrument could be easily understood and completed, while retaining theoretical validity. NoMAD represents a measure that can be used to understand implementation participants’ experiences. It is intended as a measure that can be used alongside instruments that measure other dimensions of implementation activity, such as implementation fidelity, adoption, and readiness

A Cross-Cultural Study of the Social Experience of Giftedness

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and Goffman’s (1963) stigma theory

Threshold Concepts as Focal Points for Supporting Student Learning

The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the Department support student learning in small group tutorials. This was undertaken using questionnaires, focus groups and interviews. During focus groups students reported that they valued tutors who were able to anticipate topics that they found difficult to master. The threshold concepts framework provided a medium for discussion about these troublesome areas in this discipline area and a number of threshold concepts were identified by interviewing teaching staff. The topics that emerged from this were used as focal points for development of new online resources for students. As threshold concepts are typically difficult to teach, they are challenging to one’s own practice as a teacher. Threshold concepts may provide a good focus for continuing professional development of teaching staff

Rapid Optical Fluctuations in the Black Hole Binary, V4641 Sgr

We report on unprecedented short-term variations detected in the optical flux from the black hole binary system, V4641 Sgr. Amplitudes of the optical fluctuations were larger at longer time scales, and surprisingly reached ~60% around a period of ~10 min. The power spectra of fluctuations are characterized by a power law. It is the first case in black hole binaries that the optical emission was revealed to show short-term and large-amplitude variations given by such a power spectrum. The optical emission from black hole binaries is generally dominated by the emission from the outer portion of an accretion disc. The rapid optical fluctuations however indicate that the emission from an inner accretion region significantly contributes to the optical flux. In this case, cyclo-synchrotron emission associated with various scales of magnetic flares is the most promising mechanism for the violently variable optical emission.Comment: 5 pages, 2 figures, accepted for publication in PAS

Factors that promote or inhibit the implementation of e-health systems: an explanatory systematic review

OBJECTIVE: To systematically review the literature on the implementation of e-health to identify: (i) barriers and facilitators to e-health implementation, and (ii) outstanding gaps in research on the subject.METHODS: MEDLINE, EMBASE, CINAHL, PSYCINFO and the Cochrane Library were searched for reviews published between 1 January 1995 and 17 March 2009. Studies had to be systematic reviews, narrative reviews, qualitative metasyntheses or meta-ethnographies of e-health implementation. Abstracts and papers were double screened and data were extracted on country of origin; e-health domain; publication date; aims and methods; databases searched; inclusion and exclusion criteria and number of papers included. Data were analysed qualitatively using normalization process theory as an explanatory coding framework.FINDINGS: Inclusion criteria were met by 37 papers; 20 had been published between 1995 and 2007 and 17 between 2008 and 2009. Methodological quality was poor: 19 papers did not specify the inclusion and exclusion criteria and 13 did not indicate the precise number of articles screened. The use of normalization process theory as a conceptual framework revealed that relatively little attention was paid to: (i) work directed at making sense of e-health systems, specifying their purposes and benefits, establishing their value to users and planning their implementation; (ii) factors promoting or inhibiting engagement and participation; (iii) effects on roles and responsibilities; (iv) risk management, and (v) ways in which implementation processes might be reconfigured by user-produced knowledge.CONCLUSION: The published literature focused on organizational issues, neglecting the wider social framework that must be considered when introducing new technologies.<br/

Distinct populations of highly potent TAU seed conformers in rapidly progressing Alzheimer's disease

Although genetic factors play a main role in determining the risk of developing Alzheimer’s disease (AD), they do not explain extensive spectrum of clinicopathological phenotypes. Deposits of aggregated TAU proteins are one of the main predictors of cognitive decline in AD. We investigated the hypothesis that variabilities in AD progression could be due to diverse structural assemblies (strains) of TAU protein. Using sensitive biophysical methods in 40 patients with AD and markedly different disease durations, we identified populations of distinct TAU particles that differed in size, structural organization, and replication rate in vitro and in cell assay. The rapidly replicating, distinctly misfolded TAU conformers found in rapidly progressive AD were composed of ~80% misfolded four-repeat (4R) TAU and ~20% of misfolded 3R TAU isoform with the same conformational signatures. These biophysical observations suggest that distinctly misfolded population of 4R TAU conformers drive the rapid decline in AD and imply that effective therapeutic strategies might need to consider not a singular species but a cloud of differently misfolded TAU conformers