On the map: towards a multidimensional understanding of Open Educational Practices

In the context of contemporary higher education, the concept of Open Education has come to be closely associated with technology-enabled approaches, particularly the creation, sharing and repurposing of Open Educational Resources (OER), and the development and facilitation of Massive Open Online Courses (MOOCs). However, today's Open Education Movement (OEM) partakes of a longer tradition of opening activities which have sought to extend access to the transformative benefits of education and knowledge. Educational openness, therefore, takes a variety of forms, and the meaning of "open" can best be understood as contextual, contingent and situated. Openness, in the context of OER, resides in the application of an open, permissive license that enables access, reuse and remixing. The openness of open courses, conversely, can be understood as chiefly a question of unrestricted enrolment or participation. In the last decade, the term Open Educational Practices (OEP) has gained currency, in association with attempts to both a) recognize that resources do not emerge without practices and practitioners, and b) broaden the conversation about openness beyond resources, licenses, and technology. Yet, whereas a resource can be open via a license, it is less obvious how a practice is classified as open (or not-open). The invocation of the term open problematically suggests a contrast with its binary other, closed, or perhaps that a continuum exists between these two extremes. Yet, if we accept that different forms of practice are open in different ways, then a continuum model is also inadequate. This session reports on experiences of leading a series of workshops in the United Kingdom and New Zealand, in which participants were asked to explore the multidimensionality of openness. The activity draws upon an existing mapping exercise based upon White and Le Cornu's work on digital "visitors and residents" (V&R). In the original V&R mapping activity, the two axes labeled Visitor-Resident and Personal-Institutional are placed on the page, creating four quadrants, and participants are then asked to consider in which quadrant(s) their own digital practices are located. For the 'axes of open' mapping, participants examine microcases of OEP and consider in what senses these are open or closed. Two axes are used, with one labeled Closed-Open and the other left unlabelled, as the core goal of the workshop is to provoke debate about what the other dimension of openness might be. This session will provide an overview of how the workshop was conducted and discuss the outcomes of the initial series of workshops. Of these outcomes, the most significant is the irreducibility of openness in an OEP context, as no consensus was reached about the nature of the other axis. A wide range of possibilities have surfaced, and in turn, stimulated a wider discussion about diversity and criticality in the Open Education space

Openness in Teachers’ Digital Competence Frameworks: Looking for the Open Educator

There has been a wide variety of definitions of digital competence, from early narrow and technology-focused explanations to more recent attempts , such as the one by Ferrari (2013), who describes it as a complex concept encompassing a wide set of skills, attitudes and knowledge when performing tasks with Information and Communication Technologies (ICT). Furthermore, there have been various different attempts to describe teachers’ digital competence, as the literature review by McGarr and McDonagh (2019) demonstrates. These authors evidence that models either depict teachers’ digital competence in diverse taxonomies of areas and dimensions, or as a hierarchical and progressive evolution from low to high levels of awareness and ability. They observe that openness does not have a presence in most of the taxonomic models and thus they propose openness as a dimension of their four-part model, under the label of attitudes. In this current work, we analyse international and national teachers’ digital competence frameworks and review whether openness has been included in them, and, if so, how it is described. In the case of frameworks that offer a model of increasing performance, we observe the levels at which open-related concepts appear. An initial review of the frameworks by the European Commission, UNESCO, ISTE (US) and INTEF (Spain) indicates that ‘openness’ typically does not constitute a dimension in itself and tends to appear at intermediate and high levels of teachers’ digital competence, except from the UNESCO framework, where access to OER (Open Educational Resources) is present already at the lowest level. In this paper we reflect on the need for international and national frameworks of teacher professional development to boost openness: in particular, for open educational practices to be included at lower levels of teachers’ pre-service and in-service professional education. We argue that becoming an open educator requires both the development of the dispositions associated with reflective practice and the confidence to challenge neo-liberal educational assumptions in order to embrace participatory, equitable and open educational practices from the early stages of the development of teachers’ digital competence. References Ferrari, A. (2013) ‘DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe‘, Luxembourg: Publications Office of the European Union. Available at: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC83167/lb-na-26035-enn.pdf McGarr, O. & McDonagh, A. (2019) ‘Digital Competence in Teacher Education‘, Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. Available at: https://dicte.oslomet.no/ Tur, Gemma; Marín, Victoria I.; Havemann, Leo; Keefer, Jeffrey; Marsh, J. Dawn; Nascimbeni, Fabio; Crump, Helen; Baker, Nick and García Vallejo, Mari Cruz (2018). Open Education as a threshold concept in Teacher Education: a theoretical framework for further research. In: OER18: Open to All, 18-19 Apr 2018, Bristol. http://oro.open.ac.uk/58239/ Tur, G., Havemann, L., Marsh, D., Keefer, J. M., & Nascimbeni, F. (2020). Becoming an open educator: towards an open threshold framework. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.233

Manipulations of List Type in the DRM Paradigm: A Review of How Structural and Conceptual Similarity Affect False Memory

The use of list-learning paradigms to explore false memory has revealed several critical findings about the contributions of similarity and relatedness in memory phenomena more broadly. Characterizing the nature of “similarity and relatedness” can inform researchers about factors contributing to memory distortions and about the underlying associative and semantic networks that support veridical memory. Similarity can be defined in terms of semantic properties (e.g., shared conceptual and taxonomic features), lexical/associative properties (e.g., shared connections in associative networks), or structural properties (e.g., shared orthographic or phonological features). By manipulating the type of list and its relationship to a non-studied critical item, we review the effects of these types of similarity on veridical and false memory. All forms of similarity reviewed here result in reliable error rates and the effects on veridical memory are variable. The results across a variety of paradigms and tests provide partial support for a number of theoretical explanations of false memory phenomena, but none of the theories readily account for all results

A Multi-Wavelength, Multi-Epoch Study of the Soft X-Ray Transient Prototype, V616 Mon (A0620-00)

We have obtained optical and infrared photometry of the soft x-ray transient prototype V616 Mon (A0620-00). From this photometry, we find a spectral type of K4 for the secondary star in the system, which is consistent with spectroscopic observations. We present J-, H-, and K-band light curves modeled with WD98 and ELC. Combining detailed, independently run models for ellipsoidal variations due to a spotted, non-spherical secondary star, and the observed ultraviolet to infrared spectral energy distribution of the system, we show that the most likely value for the orbital inclination is 40.75 +/- 3 deg. This inclination angle implies a primary black hole mass of 11.0 +/- 1.9 solar masses.Comment: 29 pages (preprint format), including 7 figures and 4 tables, accepted for publication in the Nov 2001 issue of A

Open Education as a threshold concept in Teacher Education: a theoretical framework for further research

Threshold concept framework: A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even worldview (Meyer and Land, 2003). Threshold concepts have been explored in many disciplines (Bradbeer, 2006) and may have a key role for the transformation of the students? learning experience (Cousin, 2006). Since open education has implications for innovation and change (Peter and Deimann, 2013), we suggest exploring it as a threshold concept. There are five main attributes defined originally by Meyer and Land (2003) and three more have also been listed stemming from comments made by the authors (UCL, 2013): transformative, troublesome, irreversible, integrative, bounded, discursive, reconstitutive and liminal. Openness as a threshold concept: 1. Transformative - Is openness transformative for students involved in open educational practices? 2. Troublesome - What difficulties do students face when being involved in open educational practices? 3. Irreversible - How do students? perceptions change when being involved in open educational practices? How do these changes impact visions of their own future professional careers? 4. Liminality - How can the progressive change towards the open movement be scaffolded? How can feedback help in the construction of authentic open educational practices? 5. Discursive - What kind of narrative do students involved in open educational practices develop? Does it reflect authentic construction of the open movement understanding? This is the theoretical framework for future research about openness as a threshold concept. More research is needed to obtain data that would throw light on how to address each particular attribute. This is an open call to those interested in going further in this line of research

Exploring the context of sedentary behaviour in older adults (what, where, why, when and with whom)

BACKGROUND: Older adults are the most sedentary segment of the population. Little information is available about the context of sedentary behaviour to inform guidelines and intervention. There is a dearth of information about when, where to intervene and which specific behaviours intervention should target. The aim of this exploratory study was to obtain objective information about what older adults do when sedentary, where and when they are sedentary and in what social context. METHODS: The study was a cross-sectional data collection. Older adults (Mean age = 73.25, SD ± 5.48, median = 72, IQR = 11) volunteers wore activPAL monitors and a Vicon Revue timelapse camera between 1 and 7 days. Periods of sedentary behaviour were identified using the activPAL and the context extracted from the pictures taken during these periods. Analysis of context was conducted using the Sedentary Behaviour International Taxonomy classification system. RESULTS: In total, 52 days from 36 participants were available for analysis. Participants spent 70.1 % of sedentary time at home, 56.9 % of sedentary time on their own and 46.8 % occurred in the afternoon. Seated social activities were infrequent (6.9 % of sedentary bouts) but prolonged (18 % of sedentary time). Participants appeared to frequently have vacant sitting time (41 % of non-screen sedentary time) and screen sitting was prevalent (36 % of total sedentary time). CONCLUSIONS: This study provides valuable information to inform future interventions to reduce sedentary behaviour. Interventions should consider targeting the home environment and focus on the afternoon sitting time, though this needs confirmation in a larger study. Tackling social isolation may also be a target to reduce sedentary time

Use of the Behavior Assessment Tool in 18 Pilot Residency Programs

Background: The purpose of this study was to determine the feasibility and evaluate the effectiveness of the American Board of Orthopaedic Surgery Behavior Tool (ABOSBT) for measuring professionalism. Methods: Through collaboration between the American Board of Orthopaedic Surgery and American Orthopaedic Association\u27s Council of Residency Directors, 18 residency programs piloted the use of the ABOSBT. Residents requested assessments from faculty at the end of their clinical rotations, and a 360° request was performed near the end of the academic year. Program Directors (PDs) rated individual resident professionalism (based on historical observation) at the outset of the study, for comparison to the ABOSBT results. Results: Nine thousand eight hundred ninety-two evaluations were completed using the ABOSBT for 449 different residents by 1,012 evaluators. 97.6% of all evaluations were scored level 4 or 5 (high levels of professional behavior) across all of the 5 domains. In total, 2.4% of all evaluations scored level 3 or below reflecting poorer performance. Of 431 residents, the ABOSBT identified 26 of 32 residents who were low performers (2 or more \u3c level 3 scores in a domain) and who also scored below expectations by the PD at the start of the pilot project (81% sensitivity and 57% specificity), including 13 of these residents scoring poorly in all 5 domains. Evaluators found the ABOSBT was easy to use (96%) and that it was an effective tool to assess resident professional behavior (81%). Conclusions: The ABOSBT was able to identify 2.4% low score evaluations ( Level of Evidence: Level II

Two novel human cytomegalovirus NK cell evasion functions target MICA for lysosomal degradation

NKG2D plays a major role in controlling immune responses through the regulation of natural killer (NK) cells, αβ and γδ T-cell function. This activating receptor recognizes eight distinct ligands (the MHC Class I polypeptide-related sequences (MIC) A andB, and UL16-binding proteins (ULBP)1–6) induced by cellular stress to promote recognition cells perturbed by malignant transformation or microbial infection. Studies into human cytomegalovirus (HCMV) have aided both the identification and characterization of NKG2D ligands (NKG2DLs). HCMV immediate early (IE) gene up regulates NKGDLs, and we now describe the differential activation of ULBP2 and MICA/B by IE1 and IE2 respectively. Despite activation by IE functions, HCMV effectively suppressed cell surface expression of NKGDLs through both the early and late phases of infection. The immune evasion functions UL16, UL142, and microRNA(miR)-UL112 are known to target NKG2DLs. While infection with a UL16 deletion mutant caused the expected increase in MICB and ULBP2 cell surface expression, deletion of UL142 did not have a similar impact on its target, MICA. We therefore performed a systematic screen of the viral genome to search of addition functions that targeted MICA. US18 and US20 were identified as novel NK cell evasion functions capable of acting independently to promote MICA degradation by lysosomal degradation. The most dramatic effect on MICA expression was achieved when US18 and US20 acted in concert. US18 and US20 are the first members of the US12 gene family to have been assigned a function. The US12 family has 10 members encoded sequentially through US12–US21; a genetic arrangement, which is suggestive of an ‘accordion’ expansion of an ancestral gene in response to a selective pressure. This expansion must have be an ancient event as the whole family is conserved across simian cytomegaloviruses from old world monkeys. The evolutionary benefit bestowed by the combinatorial effect of US18 and US20 on MICA may have contributed to sustaining the US12 gene family

The PTF Orion Project: a Possible Planet Transiting a T-Tauri Star

We report observations of a possible young transiting planet orbiting a previously known weak-lined T-Tauri star in the 7-10 Myr old Orion-OB1a/25-Ori region. The candidate was found as part of the Palomar Transient Factory (PTF) Orion project. It has a photometric transit period of 0.448413 +- 0.000040 days, and appears in both 2009 and 2010 PTF data. Follow-up low-precision radial velocity (RV) observations and adaptive optics imaging suggest that the star is not an eclipsing binary, and that it is unlikely that a background source is blended with the target and mimicking the observed transit. RV observations with the Hobby-Eberly and Keck telescopes yield an RV that has the same period as the photometric event, but is offset in phase from the transit center by approximately -0.22 periods. The amplitude (half range) of the RV variations is 2.4 km/s and is comparable with the expected RV amplitude that stellar spots could induce. The RV curve is likely dominated by stellar spot modulation and provides an upper limit to the projected companion mass of M_p sin i_orb < 4.8 +- 1.2 M_Jup; when combined with the orbital inclination, i orb, of the candidate planet from modeling of the transit light curve, we find an upper limit on the mass of the planetary candidate of M_p < 5.5 +- 1.4 M_Jup. This limit implies that the planet is orbiting close to, if not inside, its Roche limiting orbital radius, so that it may be undergoing active mass loss and evaporation.Comment: Corrected typos, minor clarifications; minor updates/corrections to affiliations and bibliography. 35 pages, 10 figures, 3 tables. Accepted to Ap

A cellular trafficking signal in the SIV envelope protein cytoplasmic domain is strongly selected for in pathogenic infection

The HIV/SIV envelope glycoprotein (Env) cytoplasmic domain contains a highly conserved Tyr-based trafficking signal that mediates both clathrin-dependent endocytosis and polarized sorting. Despite extensive analysis, the role of these functions in viral infection and pathogenesis is unclear. An SIV molecular clone (SIVmac239) in which this signal is inactivated by deletion of Gly-720 and Tyr-721 (SIVmac239ΔGY), replicates acutely to high levels in pigtail macaques (PTM) but is rapidly controlled. However, we previously reported that rhesus macaques and PTM can progress to AIDS following SIVmac239ΔGY infection in association with novel amino acid changes in the Env cytoplasmic domain. These included an R722G flanking the ΔGY deletion and a nine nucleotide deletion encoding amino acids 734–736 (ΔQTH) that overlaps the rev and tat open reading frames. We show that molecular clones containing these mutations reconstitute signals for both endocytosis and polarized sorting. In one PTM, a novel genotype was selected that generated a new signal for polarized sorting but not endocytosis. This genotype, together with the ΔGY mutation, was conserved in association with high viral loads for several months when introduced into naïve PTMs. For the first time, our findings reveal strong selection pressure for Env endocytosis and particularly for polarized sorting during pathogenic SIV infection in vivo