Clinical innovation: wider collaboration on lymphoedema research is needed — footwear and gait analysis

Extending teams that research and manage lymphoedema to include orthotists and podiatrists may extend our understanding of the condition and component parts of treatment. New technology, some of which is low cost, enables an increasing range of data and outcome measures. This article highlights the reality of a shortage of studies involving gait analysis and a lack of consideration of the impact of inappropriate footwear on exercise as a key component of lymphoedema management

Serious Game Evaluation as a Meta-game

Purpose – This paper aims to briefly outline the seamless evaluation approach and its application during an evaluation of ORIENT, a serious game aimed at young adults. Design/methodology/approach – In this paper, the authors detail a unobtrusive, embedded evaluation approach that occurs within the game context, adding value and entertainment to the player experience whilst accumulating useful data for the development team. Findings – The key result from this study was that during the “seamless evaluation” approach, users were unaware that they had been participating in an evaluation, with instruments enhancing rather than detracting from the in-role game experience. Practical implications – This approach, seamless evaluation, was devised in response to player expectations, perspectives and requirements, recognising that in the evaluation of games the whole process of interaction including its evaluation must be enjoyable and fun for the user. Originality/value – Through using seamless evaluation, the authors created an evaluation completely embedded within the “magic circle” of an in-game experience that added value to the user experience whilst also yielding relevant results for the development team

(Turning our) back to the future? Cross-sector perspectives on language learning

This paper reports on the analysis of a subset of the data related to a wider project about perspectives on language learning as part of the launch event of the Scottish Government’s 1+2 language policy in November 2012. Transcriptions of interviews with learners from primary, secondary and tertiary education sectors were compared and contrasted using an iterative coding process. The findings suggest that the lack of challenge in the language curriculum, previously identified by McPake et al in 1999, continues to act as a demotivating factor, compounded by poor transition arrangements between education sectors. A subsequently conducted literature review revealed commonalities with our own findings. Some recommendations for stakeholders in languages education are put forward for consideration

From blues to rainbows: the mental health and well-being of gender diverse and transgender young people in Australia

This study of gender diverse and transgender young people reveals high rates of depression, suicidal thoughts and anxiety. Introduction This report is the culmination of many months of engagement across Australia with young people aged between 14 and 25 who have shared their thoughts, understandings, experiences, hopes and dreams with us through an online survey and online interviews. Their narratives are insightful, touching, and hopeful. Young voices have told us how they care for themselves as well as shining a light on how health services, schools, government and policy makers can better serve their needs. This research was designed to expand on findings from previous Australian research with young people that found that gender-questioning and transgender young people not only experienced higher rates of self-harm and suicidal thoughts, but were also more likely to be involved in activism than their cisgender and same-sex attracted peers. This later finding is a potentially positive one and points to the need for research to not only explore the mental health needs of these young people but also the ways in which they advocate and care for themselves in the face of discrimination and abuse

Using a student centred approach in a large class context

Teaching large classes has become a reality for most courses in Australian universities. While many academics recognise the benefits to students and themselves of using alternative teaching methodologies, many resort to the traditional formal lecture approach when it comes to teaching large classes. This paper examines the tension between providing a meaningful learning experience for university students and the constraints of increased class sizes. Presented as a case study, it challenges the assumptions of staff and students in terms of what constitutes an appropriate learning environment and identifies strategies that could usefully be transferred from a small class to a large class context. The unit presented as the case study was co-ordinated by the first author with the support and guidance of the second author. Sections of the paper are written in the first person and it is the voice of the first author as she discusses her personal experience of, and response to, the challenge of using small class strategies within the context of a large class