Modelling transdisciplinary pedagogy: A method for collaborative curriculum design

This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the learning outcomes for a common module to be taken by all first-year undergraduates. Finally, the article considers how the process provided a framework for collaborative design that has been implemented in further projects, and led to the creation of a growing community of practice. The project provides insights for others embarking on collaborative curriculum design initiatives, especially where transdisciplinary learning is an objective

Victoria Park, E3: An Unofficial Guidebook to an East London Space

The article is an extract from a self-published and unofficial guidebook to Victoria Park in east London. It is inspired by local history writing, archival research and first-hand investigation of the site

Dublin City University digital twin: test bed for IoT sensor data visualization

It is said that a picture is worth a thousand words, what would it worth a digital 3D model then. A digital 3D model that can be explored and manipulated by the user. Digital Twin is a digital 3D model reconstruction of a specific area populated with normal objects such as Buildings, houses, fields where data can be exchanged between the physical word and the digital version. A digital Model, once constructed, can be manipulated for several purposes and applications such as test bed and data visualization. In this work a digital twin of the Dublin City University is presented and how it can be used to deploy real time sensor information. The digital twins were created using drone imagery and Bentley Context Capture software. OpenCities Planner is used to deploy the models online and to link with the IoT sensors. The steps followed from collecting the drone imagery to the final deployment of the digital twin are presented as they are important points to take into consideration when using the presented methodology

Smart DCU digital twin: towards smarter universities

Although both smart city and digital twin are ambiguous and contested terms, there exists a co-creative link between the two. Theoretically, digital twin seems to be a sustainable digital solution for smart cities to achieve ideal city vision by digitization of physical urban spaces. This study investigates and informs the role, benefits and challenges in developing and deploying digital twin solution for efficient decision-making in infrastructure planning and management. This technology is experimented in a 3D cyberspace of Dublin City University, which is also one of the testbeds under the broader Smart Dublin umbrella. It is an ongoing project and expects to develop effective use-cases for monitoring present situations, multi-stakeholder collaboration and action research towards a responsive and adaptive campus environment

Identifying patients with undiagnosed small intestinal neuroendocrine tumours in primary care using statistical and machine learning: model development and validation study

Background: Neuroendocrine tumours (NETs) are increasing in incidence, often diagnosed at advanced stages, and individuals may experience years of diagnostic delay, particularly when arising from the small intestine (SI). Clinical prediction models could present novel opportunities for case finding in primary care. Methods: An open cohort of adults (18+ years) contributing data to the Optimum Patient Care Research Database between 1st Jan 2000 and 30th March 2023 was identified. This database collects de-identified data from general practices in the UK. Model development approaches comprised logistic regression, penalised regression, and XGBoost. Performance (discrimination and calibration) was assessed using internal-external cross-validation. Decision analysis curves compared clinical utility. Results: Of 11.7 million individuals, 382 had recorded SI NET diagnoses (0.003%). The XGBoost model had the highest AUC (0.869, 95% confidence interval [CI]: 0.841–0.898) but was mildly miscalibrated (slope 1.165, 95% CI: 1.088–1.243; calibration-in-the-large 0.010, 95% CI: −0.164 to 0.185). Clinical utility was similar across all models. Discussion: Multivariable prediction models may have clinical utility in identifying individuals with undiagnosed SI NETs using information in their primary care records. Further evaluation including external validation and health economics modelling may identify cost-effective strategies for case finding for this uncommon tumour

Genomic Dissection of Bipolar Disorder and Schizophrenia, Including 28 Subphenotypes

publisher: Elsevier articletitle: Genomic Dissection of Bipolar Disorder and Schizophrenia, Including 28 Subphenotypes journaltitle: Cell articlelink: https://doi.org/10.1016/j.cell.2018.05.046 content_type: article copyright: © 2018 Elsevier Inc

Henry Morris and the First Village Colleges

In 1924, Henry Morris, Chief Education Officer for Cambridgeshire, outlined his vision for the village college, a new institution that was to merge the educational and ordinary life of the countryside. Planned as a senior school, adult education and community centre, the institution was also to play a significant role in rural reconstruction. Completed in 1939, Impington was the fourth village college to be opened in Cambridgeshire, and the most famous, designed by Walter Gropius. But that college was only one part of the story and this chapter contends that Gropius’s project was the culmination of a much longer trajectory of Morris’s ideas about community education and architecture, forged through his life and work. In arguing this position, I highlight how spatial arrangements in the architecture of progressive education were formed, represented and constituted through Morris’s own educational experience and philosophy, the documents he wrote and the materiality and images of the buildings themselves

Transactive Environments: The Architecture of Progressive Education at Dartington Hall School

This interdisciplinary study contributes new knowledge on the architecture of twentieth-century progressive education by examining Dartington Hall School in Devon, England (1926-87). Founded by the philanthropists Dorothy and Leonard Elmhirst, the progressive independent, coeducational boarding school for learners aged two to eighteen was part of Dartington Hall Estate, a larger experiment in rural and social reconstruction. To date, the historiography of progressive education has not focused on educational architecture and if buildings or spaces are acknowledged they are dealt with descriptively. The research redresses this by positioning the School’s educational and social life in relation to the architectural design and subsequent use of its buildings. In doing so, it highlights architecture’s role in forming material and spatial conceptions of the progressive educational environment, as well as how the new education influenced architectural modernism. It argues that the architecture of progressive education was not a stable concept but contained multiple, shifting meanings that depended on the policies of the School’s leaders and on who was experiencing it where and when. The work addresses the headships of William Curry (1930-57), Hu and Lois Child (1957-68) and Dr Royston Lambert (1969-72) that included collaborations with notable architects, such as Oswald P. Milne, William Lescaze and David and Mary Medd. Changing ideas about progressive education and architecture, which include attitudes towards the body, gender, democracy, pedagogy and class, as well as the relationship between state and independent schools in England, are central themes in the study as they informed actors’ conceptions of, and interactions with, educational environments. The thesis presents a creative, layered writing approach for the microhistory of educational architecture that places the marginalised voices of forgotten students or neglected staff alongside the traditionally more dominant of headmaster or architect. The method, drawn from the site and site- writing practices, is a response to Dartington’s traditions of performance writing as well as an embodied relationship with place, underpinned by site-based investigations, archival research, existing histories and oral history interviews. With reference to John Dewey’s concept of transactional process, the term ‘transactive environment’ is deployed to offer a more nuanced and holistic understanding of the historical experience of progressive educational architecture and space

Transactive environments: the architecture of progressive education at Dartington Hall School

This interdisciplinary study contributes new knowledge on the architecture of twentieth-century progressive education by examining Dartington Hall School in Devon, England (1926-87). Founded by the philanthropists Dorothy and Leonard Elmhirst, the progressive independent, coeducational boarding school for learners aged two to eighteen was part of Dartington Hall Estate, a larger experiment in rural and social reconstruction. To date, the historiography of progressive education has not focused on educational architecture and if buildings or spaces are acknowledged they are dealt with descriptively. The research redresses this by positioning the School’s educational and social life in relation to the architectural design and subsequent use of its buildings. In doing so, it highlights architecture’s role in forming material and spatial conceptions of the progressive educational environment, as well as how the new education influenced architectural modernism. It argues that the architecture of progressive education was not a stable concept but contained multiple, shifting meanings that depended on the policies of the School’s leaders and on who was experiencing it where and when. The work addresses the headships of William Curry (1930-57), Hu and Lois Child (1957-68) and Dr Royston Lambert (1969-72) that included collaborations with notable architects, such as Oswald P. Milne, William Lescaze and David and Mary Medd. Changing ideas about progressive education and architecture, which include attitudes towards the body, gender, democracy, pedagogy and class, as well as the relationship between state and independent schools in England, are central themes in the study as they informed actors’ conceptions of, and interactions with, educational environments. The thesis presents a creative, layered writing approach for the microhistory of educational architecture that places the marginalised voices of forgotten students or neglected staff alongside the traditionally more dominant of headmaster or architect. The method, drawn from the site and site-writing practices, is a response to Dartington’s traditions of performance writing as well as an embodied relationship with place, underpinned by site-based investigations, archival research, existing histories and oral history interviews. With reference to John Dewey’s concept of transactional process, the term ‘transactive environment’ is deployed to offer a more nuanced and holistic understanding of the historical experience of progressive educational architecture and space