Large Discussion Groups’ Impact on Engagement and Community

To address the solitary nature of online learning, asynchronous micro discussion tools can be implemented to enrich students’ learning experiences by encouraging interaction among students, nurturing social presence, and facilitating community development. Students’ experiences using an asynchronous micro discussion tool in online learning were investigated, with a focus on engagement in learning with peers, sense of community, and technology’s effectiveness. Survey data was analyzed from two sections of an online introductory course from 458 postsecondary university students. As part of the course evaluation, students were asked to participate in three, intentionally designed discussions using an asynchronous micro discussion tool. In each instance, the discussion topic was tightly linked to course content, promoting collaborative, reflective learning. Results indicated that while students felt that learning through asynchronous micro discussions was effective, they did not feel a strong sense of community using this method. However, students who experienced increased engagement also reported having a better understanding of the course material, fewer technological issues, and felt a stronger peer-to-peer connection. Importantly, collaborative learning that increases engagement does not appear to be negatively influenced by large group size in higher education. Given the prevalence of the online learning environment this is valuable course design information

Effectiveness of Guests in Large Enrolment Online Courses as an Instructional Strategy

This paper introduces preliminary findings of an evaluation of the design-effectiveness of the guest instructional strategy focusing on guest speakers' effectiveness for learning (Costello, 2012; 2014a, b) and enhancing social presence (Short, Williams & Christie, 1976) in a networked learning course. HKR 1000, Fitness and Wellness, is an introductory online course widely subscribed by students at Memorial University, seeing about 1000 yearly registrations. In each of the three (fall, winter, spring) thirteen-week semesters, sections of 80 students are virtually combined into one course shell within the learning management system (LMS), Brightspace, formerly Desire2Learn (D2L). In the spring and fall 2015 semesters the design-effectiveness of the guest instructional strategy was evaluated based on students' perspectives (N=688). Effectiveness was determined by whether guests impacted student learning, related to course content, provided real life relevance, and fostered social presence. While large enrolments in online courses are not typical or favoured, it is possible to effectively design instructional strategies that use social learning (Rohr & Costello, 2015) to enhance learning and social presence. Content for HKR 1000 focuses on key topics for living healthy, active lifestyles, including basic principles of physical fitness, cardiorespiratory endurance, muscular strength and endurance, flexibility, body composition, nutrition, stress and weight management. To further highlight the link between real world experiences and course content, guest video presentations and discussions were included in the online course environment. Guests bring a unique perspective to a learning community as an integral, authentic resource impacting student success both in their learning and their professions (Costello, 2014b, Finkelstein, 2006). The use of guests as an instructional strategy (Costello, 2014a, Lowenthal, 2009) also served as a means to increase social presence in the course. The guests each appeared for a week during the semester, their topics being tightly linked to specific course content. Each had a unique, relevant area of expertise to share and provided a short 2-4 minute video clip and engaged in discussion with the students in the LMS discussion forum for the remainder of their respective week. An anonymous survey was administered in the learning management system to collect student feedback on these matters. Questions explored whether the students viewed the videos, posted questions, and read the discussion forums. In addition students were asked to reflect on the approachableness and warmth of each guest. Results indicate a positive guest impact on student learning, provision of real life relevance and enhancement of social presence

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course

During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes. At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students’ previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed

Correction for Johansson et al., An open challenge to advance probabilistic forecasting for dengue epidemics.

Correction for “An open challenge to advance probabilistic forecasting for dengue epidemics,” by Michael A. Johansson, Karyn M. Apfeldorf, Scott Dobson, Jason Devita, Anna L. Buczak, Benjamin Baugher, Linda J. Moniz, Thomas Bagley, Steven M. Babin, Erhan Guven, Teresa K. Yamana, Jeffrey Shaman, Terry Moschou, Nick Lothian, Aaron Lane, Grant Osborne, Gao Jiang, Logan C. Brooks, David C. Farrow, Sangwon Hyun, Ryan J. Tibshirani, Roni Rosenfeld, Justin Lessler, Nicholas G. Reich, Derek A. T. Cummings, Stephen A. Lauer, Sean M. Moore, Hannah E. Clapham, Rachel Lowe, Trevor C. Bailey, Markel García-Díez, Marilia Sá Carvalho, Xavier Rodó, Tridip Sardar, Richard Paul, Evan L. Ray, Krzysztof Sakrejda, Alexandria C. Brown, Xi Meng, Osonde Osoba, Raffaele Vardavas, David Manheim, Melinda Moore, Dhananjai M. Rao, Travis C. Porco, Sarah Ackley, Fengchen Liu, Lee Worden, Matteo Convertino, Yang Liu, Abraham Reddy, Eloy Ortiz, Jorge Rivero, Humberto Brito, Alicia Juarrero, Leah R. Johnson, Robert B. Gramacy, Jeremy M. Cohen, Erin A. Mordecai, Courtney C. Murdock, Jason R. Rohr, Sadie J. Ryan, Anna M. Stewart-Ibarra, Daniel P. Weikel, Antarpreet Jutla, Rakibul Khan, Marissa Poultney, Rita R. Colwell, Brenda Rivera-García, Christopher M. Barker, Jesse E. Bell, Matthew Biggerstaff, David Swerdlow, Luis Mier-y-Teran-Romero, Brett M. Forshey, Juli Trtanj, Jason Asher, Matt Clay, Harold S. Margolis, Andrew M. Hebbeler, Dylan George, and Jean-Paul Chretien, which was first published November 11, 2019; 10.1073/pnas.1909865116. The authors note that the affiliation for Xavier Rodó should instead appear as Catalan Institution for Research and Advanced Studies (ICREA) and Climate and Health Program, Barcelona Institute for Global Health (ISGlobal). The corrected author and affiliation lines appear below. The online version has been corrected

The Materials Research Platform: Defining the Requirements from User Stories

A recent meeting focused on accelerated materials design and discovery examined user requirements for a general, collaborative, integrative, and on-demand materials research platform

Albiglutide and cardiovascular outcomes in patients with type 2 diabetes and cardiovascular disease (Harmony Outcomes): a double-blind, randomised placebo-controlled trial

Background: Glucagon-like peptide 1 receptor agonists differ in chemical structure, duration of action, and in their effects on clinical outcomes. The cardiovascular effects of once-weekly albiglutide in type 2 diabetes are unknown. We aimed to determine the safety and efficacy of albiglutide in preventing cardiovascular death, myocardial infarction, or stroke. Methods: We did a double-blind, randomised, placebo-controlled trial in 610 sites across 28 countries. We randomly assigned patients aged 40 years and older with type 2 diabetes and cardiovascular disease (at a 1:1 ratio) to groups that either received a subcutaneous injection of albiglutide (30–50 mg, based on glycaemic response and tolerability) or of a matched volume of placebo once a week, in addition to their standard care. Investigators used an interactive voice or web response system to obtain treatment assignment, and patients and all study investigators were masked to their treatment allocation. We hypothesised that albiglutide would be non-inferior to placebo for the primary outcome of the first occurrence of cardiovascular death, myocardial infarction, or stroke, which was assessed in the intention-to-treat population. If non-inferiority was confirmed by an upper limit of the 95% CI for a hazard ratio of less than 1·30, closed testing for superiority was prespecified. This study is registered with ClinicalTrials.gov, number NCT02465515. Findings: Patients were screened between July 1, 2015, and Nov 24, 2016. 10 793 patients were screened and 9463 participants were enrolled and randomly assigned to groups: 4731 patients were assigned to receive albiglutide and 4732 patients to receive placebo. On Nov 8, 2017, it was determined that 611 primary endpoints and a median follow-up of at least 1·5 years had accrued, and participants returned for a final visit and discontinuation from study treatment; the last patient visit was on March 12, 2018. These 9463 patients, the intention-to-treat population, were evaluated for a median duration of 1·6 years and were assessed for the primary outcome. The primary composite outcome occurred in 338 (7%) of 4731 patients at an incidence rate of 4·6 events per 100 person-years in the albiglutide group and in 428 (9%) of 4732 patients at an incidence rate of 5·9 events per 100 person-years in the placebo group (hazard ratio 0·78, 95% CI 0·68–0·90), which indicated that albiglutide was superior to placebo (p<0·0001 for non-inferiority; p=0·0006 for superiority). The incidence of acute pancreatitis (ten patients in the albiglutide group and seven patients in the placebo group), pancreatic cancer (six patients in the albiglutide group and five patients in the placebo group), medullary thyroid carcinoma (zero patients in both groups), and other serious adverse events did not differ between the two groups. There were three (<1%) deaths in the placebo group that were assessed by investigators, who were masked to study drug assignment, to be treatment-related and two (<1%) deaths in the albiglutide group. Interpretation: In patients with type 2 diabetes and cardiovascular disease, albiglutide was superior to placebo with respect to major adverse cardiovascular events. Evidence-based glucagon-like peptide 1 receptor agonists should therefore be considered as part of a comprehensive strategy to reduce the risk of cardiovascular events in patients with type 2 diabetes. Funding: GlaxoSmithKline

An open challenge to advance probabilistic forecasting for dengue epidemics.

A wide range of research has promised new tools for forecasting infectious disease dynamics, but little of that research is currently being applied in practice, because tools do not address key public health needs, do not produce probabilistic forecasts, have not been evaluated on external data, or do not provide sufficient forecast skill to be useful. We developed an open collaborative forecasting challenge to assess probabilistic forecasts for seasonal epidemics of dengue, a major global public health problem. Sixteen teams used a variety of methods and data to generate forecasts for 3 epidemiological targets (peak incidence, the week of the peak, and total incidence) over 8 dengue seasons in Iquitos, Peru and San Juan, Puerto Rico. Forecast skill was highly variable across teams and targets. While numerous forecasts showed high skill for midseason situational awareness, early season skill was low, and skill was generally lowest for high incidence seasons, those for which forecasts would be most valuable. A comparison of modeling approaches revealed that average forecast skill was lower for models including biologically meaningful data and mechanisms and that both multimodel and multiteam ensemble forecasts consistently outperformed individual model forecasts. Leveraging these insights, data, and the forecasting framework will be critical to improve forecast skill and the application of forecasts in real time for epidemic preparedness and response. Moreover, key components of this project-integration with public health needs, a common forecasting framework, shared and standardized data, and open participation-can help advance infectious disease forecasting beyond dengue

Centrality evolution of the charged-particle pseudorapidity density over a broad pseudorapidity range in Pb-Pb collisions at root s(NN)=2.76TeV

Peer reviewe

Impact of Nintendo Wii Games on Physical Literacy in Children: Motor Skills, Physical Fitness, Activity Behaviors, and Knowledge

Physical literacy is the degree of fitness, behaviors, knowledge, and fundamental movement skills (agility, balance, and coordination) a child has to confidently participate in physical activity. Active video games (AVG), like the Nintendo Wii, have emerged as alternatives to traditional physical activity by providing a non-threatening environment to develop physical literacy. This study examined the impact of AVGs on children’s (age 6–12, N = 15) physical literacy. For six weeks children played one of four pre-selected AVGs (minimum 20 min, twice per week). Pre and post measures of motivation, enjoyment, and physical literacy were completed. Results indicated a near significant improvement in aiming and catching (p = 0.06). Manual dexterity significantly improved in males (p = 0.001), and females felt significantly less pressured to engage in PA (p = 0.008). Overall, there appears to be some positive impact of an AVG intervention on components of physical literacy