Group Inquiry

Group agents can act, they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: making sense of how large-scale distributed activities might be a kind of group action, and understanding the division of labour involved in group inquiry. In the first part of the paper, I argue that existing accounts of group action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of epistemic labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour

Pirate plunder: game-based computational thinking using scratch blocks

Policy makers worldwide argue that children should be taught how technology works, and that the ‘computational thinking’ skills developed through programming are useful in a wider context. This is causing an increased focus on computer science in primary and secondary education. Block-based programming tools, like Scratch, have become ubiquitous in primary education (5 to 11-years-old) throughout the UK. However, Scratch users often struggle to detect and correct ‘code smells’ (bad programming practices) such as duplicated blocks and large scripts, which can lead to programs that are difficult to understand. These ‘smells’ are caused by a lack of abstraction and decomposition in programs; skills that play a key role in computational thinking. In Scratch, repeats (loops), custom blocks (procedures) and clones (instances) can be used to correct these smells. Yet, custom blocks and clones are rarely taught to children under 11-years-old. We describe the design of a novel educational block-based programming game, Pirate Plunder, which aims to teach these skills to children aged 9-11. Players use Scratch blocks to navigate around a grid, collect items and interact with obstacles. Blocks are explained in ‘tutorials’; the player then completes a series of ‘challenges’ before attempting the next tutorial. A set of Scratch blocks, including repeats, custom blocks and clones, are introduced in a linear difficulty progression. There are two versions of Pirate Plunder; one that uses a debugging-first approach, where the player is given a program that is incomplete or incorrect, and one where each level begins with an empty program. The game design has been developed through iterative playtesting. The observations made during this process have influenced key design decisions such as Scratch integration, difficulty progression and reward system. In future, we will evaluate Pirate Plunder against a traditional Scratch curriculum and compare the debugging-first and non-debugging versions in a series of studies

Intrinsic fantasy: motivation and affect in educational games made by children

The concept of intrinsic fantasy has been considered central to the aim of usefully applying the positive affect of computer games to learning. Games with intrinsic fantasy are defined as having “an integral and continuing relationship with the instructional content being presented”, and are claimed as “more interesting and more educational” than extrinsic fantasy games [1]. Studies of children making educational games have shown they usually create extrinsic games for curriculum learning content. In this study, children were encouraged to create non-curriculum games, more easily distanced from the extrinsic preconceptions of formal schooling. Forty, 7-11 year olds took part in this study (17 boys and 23 girls), designing and making their own games at an after-school club. Despite non-curriculum learning content, no more intrinsic games were created than in previous studies. The children failed to create their own pedagogical models for non-curriculum content and did not see the educational value of intrinsic fantasy games. The implications for transfer and learning in intrinsic games are discussed whilst the definition of intrinsic fantasy itself is questioned. It is argued that the integral relationship of fantasy is unlikely to be the most critical means of improving the educational effectiveness of digital games

The effects of tissue-specific proteinase activated receptor-2 (PAR-2) ablation on remodelling events found in bone and cartilage, using a murine destabilisation of the medical meniscus (DMM) model

PhD ThesisOsteoarthritis (OA) is a common musculoskeletal disease, associated with significant cost to the National Health Service (NHS) and physical consequences to the sufferer. It is known that cartilage degradation and subchondral sclerosis are hallmark features of OA. However, it is not known in which tissue pathological changes occur first. By identifying this, future therapeutics could be guided more accurately to maximise their benefit. This study has highlighted significant problems in generating a reliable and reproducible human‐derived model of cartilage catabolism using human mesenchymal stem cells (hMSCs). Generating such a model is important, as it will allow assessment of potential therapies in a physiologically relevant human model, and further work is needed in this area. However, one significant finding from this work was that the addition of matriptase to a cytokine stimulus enhanced proteoglycan and collagen degradation from cartilage discs and macro‐pellets. Matriptase is a serine proteinase, and is involved in cartilage catabolism through activation of pro‐MMPs and signaling via PAR‐2. These findings therefore support the role of matriptase in OA pathogenesis, specifically cartilage catabolism. Proteinase‐activated receptor‐2 (PAR‐2) is known to be involved in OA pathogenesis, with global ablation of this receptor preventing abnormal remodelling events in the cartilage and subchondral bone. In this study, tissue‐specific ablation of PAR‐2 revealed that loss of PAR‐2 conferred its primary beneficial effect in the bone by preventing subchondral sclerosis. The debate about whether cartilage or bone changes occur first in OA remains controversial, but it was apparent from various time‐course studies that bone changes occurred first, followed by cartilage catabolism during OA progression. However, in this study it was also evident that cartilage damage could occur independently of subchondral sclerosis, which is in opposition to the long standing view that subchondral sclerosis is a prerequisite for cartilage damage to occur. Thus, this study highlights that targeting either the cartilage or bone may be beneficial for therapies, although for ease of use, targeting the bone may be more clinically useful. Furthermore the importance of PAR‐2 expressed on chondrocytes in the development and maturation of osteophytes was evident in this study.CIM

Group Knowledge, Questions, and the Division of Epistemic Labour

Discussions of group knowledge typically focus on whether a group’s knowledge that p reduces to group members’ knowledge that p. Drawing on the cumulative reading of collective knowledge ascriptions and considerations about the importance of the division of epistemic labour, I argue what I call the Fragmented Knowledge account, which allows for more complex relations between individual and collective knowledge. According to this account, a group can know an answer to a question in virtue of members of the group knowing parts of that answer, when the whole answer is available to group-level action. I argue that this account explains a swathe of central cases of group knowledge, as well as explaining some central features of group knowledge

Multi-class gene expression biomarker panel identification for the diagnosis of paediatric febrile illness

Febrile illness in children can result from infections by diverse viral or bacterial pathogens as well as inflammatory conditions or cancer. The limitations of the existing diagnostic pipeline, which relies on clinical symptoms and signs, pathogen detection, empirical treatment and diagnoses of exclusion, contribute to missed or de- layed diagnosis and unnecessary antibiotic use. The potential of host gene expression biomarkers measured in blood has been demonstrated for simplified binary diagnostic questions however, the clinical reality is that multiple potential aetiologies must be considered and prioritised on the basis of likelihood and risks of severe disease. In order to identify a biomarker panel which better reflects this clinical reality, we applied a multi-class supervised learning approach to whole blood transcriptomic datasets from children with infectious and inflammatory disease. Three datasets were used for the analyses presented here, a single microarray dataset, a meta-analysis of 12 publicly available microarray datasets and a newly generated RNA-sequencing dataset. These were used for preliminary investigations of the approach, discovery of a multi-class biomarker panel of febrile illness and valida- tion of the biomarker panel respectively. In the merged microarray discovery dataset a two-stage approach to feature selection and classification, based on LASSO and Ridge penalised regression was applied to distinguish 18 disease classes. Cost-sensitivity was incorporated in the approach as aetiologies of febrile illness vary considerably in the risk of severe disease. The resulting 161 transcript biomarker panel could reliably distinguish bacterial, viral, inflammatory, tuberculosis and malarial disease as well as pathogen specific aetiologies. The panel was then validated in a newly generated RNA-Seq dataset and compared to previously published binary biomarker panels. The analyses presented here demonstrate that a single test for the diagnosis of acute febrile illness in children is possible using host RNA biomarkers. A test which could distinguish multiple aetiologies soon after presentation could be used to reduce unnecessary antibiotic use, improve targetting of antibiotics to bacterial species and reduce delays in the diagnosis of inflammatory diseases.Open Acces

Unpacking effective learning through game analytics

This paper describes how a data-driven design analysis was applied to the iterative development of a tablet-based mathematical game for the RAIDING Project. Detailed analytics were recorded for a class of 7-year old children who used the game once a day over a two-week period. Data was recorded to measure the proportion of time spent effectively engaged with learning content (effective learning time). Average response times and accuracies were recorded at the end of each day and plotted to reveal individual trends. This data alluded towards differences in behaviour which were not predicted by effective learning time, and which have prompted iterative changes in the design of the game

Zombie Division : a methodological case study for the evaluation of game-based learning

This paper discusses the methodological designs and technologies used to evaluate an educational videogame in order to support researchers in the design of their own evaluative research in the field of game-based learning. The Zombie Division videogame has been used to empirically evaluate the effectiveness of a more intrinsically integrated approach to creating educational games. It was specifically designed to deliver interventions as part of research studies examining differences in learning outcomes and motivation predicted by theoretical contrasts in educational design. The game was used in a series of evaluative studies, which employed experimental methodologies based around one or more treatment groups and a control. Multiple choice questions were used to measure knowledge and understanding before and after interventions (pre, post and delayed) and time-on-task was used as a measure of motivation and preference during interventions. Qualitative interview data was also collected and analysed as part of many of the studies in order to help support and explain the findings in more detail. The experimental methodologies applied in these studies were augmented by a range of bespoke technology systems. This included an automated testing system which could randomly assign participants to treatment groups so that pre-test statistics were closely matched between groups. Large quantities of process data were recorded about players’ interactions with the game in the form of time-stamped log files, and a stream of compressed controller data was saved allowing an entire playing session to be replayed in a video-like form. This rich set of process data was mined as part of a post-hoc analysis in order to identify evidence to help to enrich the understanding of users’ interactions with the game. This paper details the methodological design of both published and unpublished studies, as well as reflecting upon some of the potential pitfalls of classroom-based evaluations in order to illustrate successful and unsuccessful approaches for evaluating game-based learning