Spaces and places : negotiating learning in the context of new technology

The need for a deeper understanding of students' experiences of e-learning, particularly amongst widening access students, forms the motivation for this work. The three key themes of higher education policy, tech nology- enhanced learning, and student personal space were used to develop a framework for analysing the match (or mismatch) between the potential learner's circumstances and how these circumstances impact on the ability of the learner to create their own unique learning environment.\ud To enable a more intimate insight into student classroom and out-ofclassroom learning experiences, interviews using the 'Biographic- Narrative- Interpretative Method (BNIM)' were undertaken (Wengraf, 2001). These narratives enable personal and individual accounts of behaviour, and place the work within the phenomenological tradition.\ud The findings reveal how students draw upon their life experiences outside of the university to 'colonise' their learning spaces, and to construct their view of 'self' as student. Further, their creation of this space impacts on those around them; control over one space seems to permit flexibility elsewhere. Students from deprived backgrounds face more complex challenges in trying to combine and prioritise the competing demands of education, work and family life.\ud The implications from this study are that, in the context of a new managerialist agenda, government and university policy should incorporate a vision of the learning spaces offered to students, and take account of diverse student voices. Inside and outside of the formal classroom, tutors need to change their perceptions as to what is valued as meaningful knowledge construction. Furthermore, differing student experiences need to be acknowledged when designing appropriate and meaningful learning environments - including online environments. \u

Why students engage in simulation and how it prepares them for work

In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds (Lee et al., 2021). Employers seek graduates who demonstrate attributes that organisations require to develop in the future. As students transition out of higher education, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al., 2017 p. 2). The transition out of university can be perceived as particularly stressful, with uncertainty about what is required for a successful career (Jackson and Tomlinson, 2020). This is exacerbated in the post Covid-19 environment when, even as the graduate job market has started to recover, students’ confidence about finding a job after graduation remains low (Curnock Cook, 2022). Our simulation methods are aligned to the theories that underpin these transitions, and designed to support students ‘becoming’ professionals in their field. Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning (Kukulska-Hulme et al., 2022). Premised on the innovation of best learning moments, the student tasks shared in this workshop engender deep involvement, through memorable learning activities. This reflects the ‘ways of working’ of the Learning Development (LD) community, and evidence suggests that reflective practice, Biggins, Holley, Goldsmith and Priego-Hernández Why students engage with simulation and how it prepares them for work. Journal of Learning Development in Higher Education, Special Issue 29: October 2023. Learning complex skills and scaffolding learning are the transferable aspects of these technologies (Chernikova et al., 2020). Widening participation research has provided evidence that students’ movements in and out of experiences such as care, work and studies are dynamic, non-sequential and context-dependent (Holley and Priego-Hernández, 2021). With the move to hybrid learning, students want their learning materials to be well-designed. However, 43% of students do not perceive their learning materials to be engaging/motivating (Killen and Didymus, 2022). Immersive technology and simulation may offer the solution to this disconnect, as simulations offer an immersive and embodied experience (Bayne 2004; Bayne et al., 2019). Signature pedagogies (Thomson et al., 2012) for professions can provide a means for institutions to achieve the requirements of Office for Students’ B3 (2022) which is now assessing student continuation, degree outcomes, including differential outcomes for student characteristics, and, framing this workshop, graduate employment and progression to professional jobs and postgraduate study. Learning Developers have a pivotal part to play operationalising actions that result into students’ graduate outcomes, and responding to this, our workshop invited participants to experience three types of simulation: a) a business game; b) a mass casualty evacuation; and c) a community project responding to a scenario

Physiological and behavioral effects of animal-assisted interventions for therapy dogs in pediatric oncology settings

Over the past two decades, animal-assisted interventions (AAIs), defined as the purposeful incorporation of specially trained animals in services to improve human health, have become increasingly popular in clinical settings. However, to date, there have been few rigorously-designed studies aimed at examining the impact of AAIs on therapy animals, despite a notable potential for stress. The current study measured physiological and behavioral stress indicators in therapy dogs who participated in AAI sessions in pediatric oncology settings, while also examining the psychosocial effects for patients and their parents. This manuscript describes the study’s canine stress findings. Methods: A total of 26 therapy dog-handler teams were paired with newly diagnosed children with cancer at five children’s hospitals in the United States. These teams provided regular AAI visits to the child and his/her parent(s) for a period of four months. The teams completed a demographic form, the Canine Behavioral Assessment & Research Questionnaire (C-BARQ), and a self-report survey to document the types of activities that occurred during each session. Canine saliva was also collected at five baseline time points and 20 minutes after the start of study sessions for cortisol analysis, and all study sessions were video recorded to document the dog’s behavior via an ethogram measure. Results: Data showed no significant differences in salivary cortisol levels between baseline (0.51µg/dL) and AAI sessions (0.44µg/dL), p = 0.757. Higher salivary cortisol was significantly associated with a higher number of stress behaviors per session (p = 0.039). There was a significant relationship between stress and affiliative session behaviors (pConclusions:Results show that therapy dogs did not have significantly increased physiological stress responses, nor did they exhibit significantly more stress-related behaviors than affiliative-related behaviors, while participating in AAIs in pediatric oncology settings. The significant relationship between canine cortisol and behavior, thus strengthening the argument for the use of cortisol in canine well-being research. This study discusses the importance of further investigation to confirm these findings, which may lead to enhanced canine involvement in hospital settings

A Multidisciplinary Diabetes Collaborative

Holistic and Nursing Scholarship Symposium Event Posters.https://scholarlycommons.libraryinfo.bhs.org/nurs_presentations/1015/thumbnail.jp

Structure and mechanics of supporting cells in the guinea pig organ of Corti.

The mechanical properties of the mammalian organ of Corti determine its sensitivity to sound frequency and intensity, and the structure of supporting cells changes progressively with frequency along the cochlea. From the apex (low frequency) to the base (high frequency) of the guinea pig cochlea inner pillar cells decrease in length incrementally from 75-55 µm whilst the number of axial microtubules increases from 1,300-2,100. The respective values for outer pillar cells are 120-65 µm and 1,500-3,000. This correlates with a progressive decrease in the length of the outer hair cells from >100 µm to 20 µm. Deiters'cell bodies vary from 60-50 µm long with relatively little change in microtubule number. Their phalangeal processes reflect the lengths of outer hair cells but their microtubule numbers do not change systematically. Correlations between cell length, microtubule number and cochlear location are poor below 1 kHz. Cell stiffness was estimated from direct mechanical measurements made previously from isolated inner and outer pillar cells. We estimate that between 200 Hz and 20 kHz axial stiffness, bending stiffness and buckling limits increase, respectively,~3, 6 and 4 fold for outer pillar cells, ~2, 3 and 2.5 fold for inner pillar cells and ~7, 20 and 24 fold for the phalangeal processes of Deiters'cells. There was little change in the Deiters'cell bodies for any parameter. Compensating for effective cell length the pillar cells are likely to be considerably stiffer than Deiters'cells with buckling limits 10-40 times greater. These data show a clear relationship between cell mechanics and frequency. However, measurements from single cells alone are insufficient and they must be combined with more accurate details of how the multicellular architecture influences the mechanical properties of the whole organ

A Gnotobiotic Mouse Model Demonstrates That Dietary Fiber Protects against Colorectal Tumorigenesis in a Microbiota- and Butyrate-Dependent Manner

It is controversial whether dietary fiber protects against colorectal cancer because of conflicting results from human epidemiologic studies. However, these studies and mouse models of colorectal cancer have not controlled the composition of gut microbiota, which ferment fiber into short-chain fatty acids such as butyrate. Butyrate is noteworthy because it has energetic and epigenetic functions in colonocytes and tumorsuppressive properties in colorectal-cancer cell lines. We utilized gnotobiotic mouse models colonized with wild-type or mutant strains of a butyrate-producing bacterium to demonstrate that fiber does have a potent tumor-suppressive effect but in a microbiota- and butyrate-dependent manner. Furthermore, due to the Warburg effect, butyrate was metabolized less in tumors where it accumulated and functioned as an HDAC inhibitor to stimulate histone acetylation and affect apoptosis and cell proliferation. To support the relevance of this mechanism in human cancer, we demonstrate that butyrate and histone-acetylation levels are elevated in colorectal adenocarcinomas compared to normal colonic tissues

Fusion Learning Conference 2023 - proceedings

Welcome to the 3rd annual Fusion Learning Conference at BU. The event provides a hub for the exchange of knowledge, pedagogical innovations, and cutting-edge research that shape the landscape of our learning and teaching. This year we are hosting the largest number of submissions to the conference and look forward to an exciting line up of guest speaker from IBM presenting on the influence of Artificial Intelligence on higher education; a BU panel of experts sharing their insight about some of the emerging themes in our learning and teaching and preparing our students for future of work; staff presentations and discussions including, student engagement, digital transformation, academic integrity, inclusive and sustainability in the curriculum design. I hope that you find this selection of posters and abstracts to be enlightening

The Eleventh and Twelfth Data Releases of the Sloan Digital Sky Survey: Final Data from SDSS-III

The third generation of the Sloan Digital Sky Survey (SDSS-III) took data from 2008 to 2014 using the original SDSS wide-field imager, the original and an upgraded multi-object fiber-fed optical spectrograph, a new near-infrared high-resolution spectrograph, and a novel optical interferometer. All of the data from SDSS-III are now made public. In particular, this paper describes Data Release 11 (DR11) including all data acquired through 2013 July, and Data Release 12 (DR12) adding data acquired through 2014 July (including all data included in previous data releases), marking the end of SDSS-III observing. Relative to our previous public release (DR10), DR12 adds one million new spectra of galaxies and quasars from the Baryon Oscillation Spectroscopic Survey (BOSS) over an additional 3000 deg2 of sky, more than triples the number of H-band spectra of stars as part of the Apache Point Observatory (APO) Galactic Evolution Experiment (APOGEE), and includes repeated accurate radial velocity measurements of 5500 stars from the Multi-object APO Radial Velocity Exoplanet Large-area Survey (MARVELS). The APOGEE outputs now include the measured abundances of 15 different elements for each star. In total, SDSS-III added 5200 deg2 of ugriz imaging; 155,520 spectra of 138,099 stars as part of the Sloan Exploration of Galactic Understanding and Evolution 2 (SEGUE-2) survey; 2,497,484 BOSS spectra of 1,372,737 galaxies, 294,512 quasars, and 247,216 stars over 9376 deg2; 618,080 APOGEE spectra of 156,593 stars; and 197,040 MARVELS spectra of 5513 stars. Since its first light in 1998, SDSS has imaged over 1/3 of the Celestial sphere in five bands and obtained over five million astronomical spectra. \ua9 2015. The American Astronomical Society

A radical approach to curriculum design

A contemporary challenge for education in STEM (Science, Technology, Engineering, Mathematics) is the need to produce work-ready graduates for a flexible, fast-changing and technology driven workplace. This study focuses on first-year undergraduate Computing students who failed to engage with a traditional, didactic approach to teaching soft skills. A radical curriculum redesign implemented a new methodological integration of action research, mobile technology, and constructivist pedagogy. Students created interactive artefacts with an augmented reality app, on their mobile devices, to promote and enhance their teamwork and communication skills. Following an action research methodology, the progression of students is examined whilst they develop soft skills as an emergent aspect of a blended approach to their professionally inspired project work. This more authentic approach, using their own mobile devices, captured the imagination of students and directed attention to the significance of broader skills relevant to industry. Over the four-year study period, submissions rose from 66% to 93%, with student satisfaction significantly enhanced