A Dialogic Theory of Educational Technology

Education draws students into participation in ongoing cultural dialogues. These dialogues are mediated by communications technology in various forms from words, through books, to the internet and increasingly AI language assistants. Technology is therefore at the heart of education. However, the distinctive role and impact of technology has not always been reflected in theories of education. In this chapter, we put forward a dialogic theory of educational technology intended to serve as a foundation for design. The kind of designs this theory grounds are combined pedagogical and technical designs to facilitate the dynamic interweaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to long-term and more global dialogues. Dialogic education with technology is, we argue, an essential response to two of the biggest challenges of our time—the challenge of the Anthropocene and the challenge of the Digital Age

Simulated internships in schools::Engaging learners with the world of work to promote collaborative creativity

School curricula have often struggled to authentically engage young people with the world of work. This chapter examines the potential of ‘simulated’ school classroom-based internships to support collaborative and creative learning and links to the workplace. It reports on design-based research in areas of low social mobility in England. This investigates how simulated internships give students access to authentic experiences of workplace practices in addition to enhancing skills associated with collaborative creativity. Through a challenge-based learning pedagogy implemented as part of regular classroom instruction, simulated internships involve small groups of students aged 11-13 studying Computing or Design and Technology. Over six-to-seven-weeks, together they design, model, or build a local solution to a global challenge presented virtually by engineers in two leading international telecommunications companies. An empirical ‘case study’, based on discourse and thematic analysis, is provided to evidence the scope and challenges of embedding a mutual focus on creative collaboration and supporting authentic insights into the world of work. Reported research is significant as it offers a proof of concept that identifies the potential of simulated internships in generating meaningful insights into the world of work. Focused on the development of collaborative creativity, this conceptualisation of simulated internships can inform and guide future pedagogical and research initiatives. Potentially this could expand to cover other curricular areas and, indeed, other educational settings

‘Collaborating2Create’: A conceptual tool to develop learners’ capacity for collaborative creativity through Virtual Internships in schools

Background: Many employers are clear about the skills future workers need: technical and practical skills, alongside transferable skills including an ability to effectively solve problems and to work creatively within a team. School-based ‘Virtual Internships’ offer potential to respond to these calls, enabling learners to engage in pedagogically-aligned challenges grounded in authentic workplace practices. Limited research has, however, investigated how schools may facilitate authentic workplace experiences virtually – through online interaction as well as role-play of workplace practices: to enable young people to develop important competencies around creative groupwork through curricular activities. Aim: In this paper we outline the development of ‘Collaborating2Create’ (C2C): a conceptual tool devised through the ‘Virtual Internships Project’ to support the teaching of group creativity, in a way that meaningfully links education to the world of work. Method: We offer a critical literature review followed by extracts from qualitative discourse analysis of classroom data, selected to evidence the value and practice of C2C in genuine classroom interaction. Extracts are presented with integrated analytic commentary, followed by a summary, to make salient features of dialogic interaction that promote C2C. Extracts from a teacher post-programme interview and student focus group, around the deductive theme of C2C, are incorporated to evidence how the programme was developed iteratively based on learning from trials. Findings & Implications: This paper argues that C2C conceptualised as a ‘complex competency’ within a broader Virtual Internship programme offers a conceptual tool that can be embedded and have value beyond the current project. Further, many charities and businesses are keen to establish links with education but their capacity to engage learners in schools is limited. It is argued that C2C could act as an effective ‘bridging concept’ between education and the world of work.Project funded by BT and Huawe

Review of Design Research in Education: A Practical Guide for Early Career Researchers

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Developing learners’ dialogic collaborative problem-solving skills in a real-time 3D environment

Gaming2Development (G2D: 2020-21) investigated learners’ dialogic interactions in - and virtually around - a powerful real-time 3D creation tool. Led by a team of academics, charitable partners and technology developers, design-based research involving four teachers and 50 students (aged 13-19) was undertaken in the north of England during the COVID-19 pandemic. Working in small groups, students participated in 12-hours of G2D workshops in classroom and home contexts. Through innovative access to virtual machines with necessary processing power, working synchronously, students used the Unreal Engine to work dialogically on a collaborative challenge-based learning task. This presentation reports on an exploratory (embedded) single-case study of a two-day collaborative challenge involving one group of five Creative Digital Media students (aged 16-18) working remotely (non co-located). Data includes workshop observations, student-only discussion, student focus groups, and teacher interviews. Analysis involved systematically coding screen-/video-recorded workshops, sociocultural discourse analysis and thematic analysis. Findings reveal how alongside drastic shifts in learning due to the pandemic, students worked creatively to overcome technical barriers and adapted their means of dialogue to ensure each group member’s contribution was appropriately represented. However, while most students saw advantages of contributing to the group effort, some still perceived barriers to this. Analysis of student-only dialogue also demonstrates different patterns of interaction compared to facilitated workshops. Our conjecture is that engagement in the workshops provided an opportunity for students’ to develop transferable skills: technical skills related to the real-time 3D environment, alongside future skills of collaborative dialogue and problem solving. However, it is apparent that the digital, physical, and social boundaries of home- and education-life were unclear and that this may have impeded dialogue. While acknowledging methodological limitations, the significance of this research lies in demonstrating the potential role of real-time 3D development environments in enabling new opportunities for educational dialogue to support collaborative problem-solving online

Mixed-effects models for health care longitudinal data with an informative visiting process: A Monte Carlo simulation study.

Electronic health records are being increasingly used in medical research to answer more relevant and detailed clinical questions; however, they pose new and significant methodological challenges. For instance, observation times are likely correlated with the underlying disease severity: Patients with worse conditions utilise health care more and may have worse biomarker values recorded. Traditional methods for analysing longitudinal data assume independence between observation times and disease severity; yet, with health care data, such assumptions unlikely hold. Through Monte Carlo simulation, we compare different analytical approaches proposed to account for an informative visiting process to assess whether they lead to unbiased results. Furthermore, we formalise a joint model for the observation process and the longitudinal outcome within an extended joint modelling framework. We illustrate our results using data from a pragmatic trial on enhanced care for individuals with chronic kidney disease, and we introduce user-friendly software that can be used to fit the joint model for the observation process and a longitudinal outcome

The kidney failure risk equation:evaluation of novel input variables including eGFR estimated using the CKD-EPI 2021 equation in 59 cohorts

SIGNIFICANCE STATEMENT: The kidney failure risk equation (KFRE) uses age, sex, GFR, and urine albumin-to-creatinine ratio (ACR) to predict 2- and 5-year risk of kidney failure in populations with eGFR <60 ml/min per 1.73 m 2 . However, the CKD-EPI 2021 creatinine equation for eGFR is now recommended for use but has not been fully tested in the context of KFRE. In 59 cohorts comprising 312,424 patients with CKD, the authors assessed the predictive performance and calibration associated with the use of the CKD-EPI 2021 equation and whether additional variables and accounting for the competing risk of death improves the KFRE's performance. The KFRE generally performed well using the CKD-EPI 2021 eGFR in populations with eGFR <45 ml/min per 1.73 m 2 and was not improved by adding the 2-year prior eGFR slope and cardiovascular comorbidities. BACKGROUND: The kidney failure risk equation (KFRE) uses age, sex, GFR, and urine albumin-to-creatinine ratio (ACR) to predict kidney failure risk in people with GFR <60 ml/min per 1.73 m 2 . METHODS: Using 59 cohorts with 312,424 patients with CKD, we tested several modifications to the KFRE for their potential to improve the KFRE: using the CKD-EPI 2021 creatinine equation for eGFR, substituting 1-year average ACR for single-measure ACR and 1-year average eGFR in participants with high eGFR variability, and adding 2-year prior eGFR slope and cardiovascular comorbidities. We also assessed calibration of the KFRE in subgroups of eGFR and age before and after accounting for the competing risk of death. RESULTS: The KFRE remained accurate and well calibrated overall using the CKD-EPI 2021 eGFR equation. The other modifications did not improve KFRE performance. In subgroups of eGFR 45-59 ml/min per 1.73 m 2 and in older adults using the 5-year time horizon, the KFRE demonstrated systematic underprediction and overprediction, respectively. We developed and tested a new model with a spline term in eGFR and incorporating the competing risk of mortality, resulting in more accurate calibration in those specific subgroups but not overall. CONCLUSIONS: The original KFRE is generally accurate for eGFR <45 ml/min per 1.73 m 2 when using the CKD-EPI 2021 equation. Incorporating competing risk methodology and splines for eGFR may improve calibration in low-risk settings with longer time horizons. Including historical averages, eGFR slopes, or a competing risk design did not meaningfully alter KFRE performance in most circumstances

Conversion of Urine Protein-Creatinine Ratio or Urine Dipstick Protein to Urine Albumin-Creatinine Ratio for Use in Chronic Kidney Disease Screening and Prognosis : An Individual Participant–Based Meta-analysis

Financial Support: The CKD-PC Data Coordinating Center is funded in part by a program grant from the U.S. National Kidney Foundation and the National Institute of Diabetes and Digestive and Kidney Diseases (R01DK100446). Various sources have supported enrollment and data collection, including laboratory measurements and follow-up, in the collaborating cohorts of the CKD-PC. These funding sources include government agencies, such as national institutes of health and medical research councils, as well as the foundations and industry sponsors listed in Supplemental Appendix 3 (available at Annals.org).Peer reviewedPostprin