A Talk By The Way

https://digitalcommons.acu.edu/crs_books/1468/thumbnail.jp

Facilitation of student-staff partnership in development of digital learning tools through a special study module

A student-staff partnership was formed as part of a final year special study module to provide dental students the opportunity to work closely with faculty to produce high-quality e-learning resources in areas of the curriculum identified by the students as particularly difficult. The student-staff team identified the following themes as major influences on the success of the project: student-staff interaction, ownership, managing expectations, time pressures, and co-creation partnership benefits. This partnership resulted in a valuable learning experience for both the students and staff involved. The resource developed was evaluated by junior dental students in second and third year of the five year Bachelor of Dental Surgery (BDS) degree programme at Glasgow Dental School and showed a high degree of acceptability by those in both groups. The quality assurance built into the process has resulted in an e-learning resource that has been incorporated directly into our flipped classroom model for pre-clinical skills teaching

Tiptoe of The Patchwork Pierrot: A Search for Belonging in Nowhere Land

My studio-based research plays with the concepts of disguise, the trickster archetype, sweet kitsch, and sentimentality to explore and reclaim male femininity. These topics are explored through a performance piece which contrasts the visual aesthetics of a Pierrot character I designed within a supermodern, non-place setting. This paper argues that the ethos behind sweet kitsch and sentimentality becomes significant when contrasted with the concept of non-places, chromophobia, and network sociality, all hallmarks of supermodernity. If supermodernity is concerned with efficiency and uniformity, and rejects expression and personal connectivity, then sweet kitsch is the remedy to the isolation and disconnect it creates. The purpose of this paper is to explore what it means to create a sense of belonging and to give oneself permission to exist in a space which is indifferent to interpersonal connection, and how the act of performing a Pierrot character within an environment which is hostile to interpersonal connection can generate meaningful connection within one’s life through sentimentality

Student Partnership in E-learning: the Development of Online Resources for Students by Students in Dentistry

Dentistry is a dynamic and ever changing specialty that has been strongly influenced by developments in technology and therefore our teaching strategies must evolve to keep pace with these changes. E-learning has become an integral part of the dental curriculum, with a marked increase in use over recent years. However dental students have up until now been the recipients rather than active participants in the development of dental e-learning resources. Bovill et al (2011) conclude that it is incumbent upon us to reconsider students' roles in their education and reposition students to take a more active part - as co- creators of teaching approaches, course design and curricula. In this paper the presenters will outline the design and product of a self- selected study module (SSM) offered to year five dental students in e-learning. The SSM offers the opportunity for students to work as small teams with the school learning technologist and academic staff to identify, design, develop and evaluate quality-assured e-learning objects. Each group (n=2) with the guidance and quality assurance of academic staff will create a resource that can be integrated within the current University of Glasgow BDS curriculum for future years. It will become a useful revision resource that will supplement the learning and teaching received elsewhere within the course and will be accessible to all dental students in Scotland via the Scottish Dental Education Online (SDEO) programme. The SSM provides the opportunity of student participation in learning with technology and designing aspects of the curriculum, and aligns with the University's Learning and Teaching strategic objective of building staff-student partnerships to promote student engagement with learning

Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

Touchscreen interventions and the wellbeing of people with dementia and caregivers: a systematic review

Background: Dementia can have significant detrimental impacts on the wellbeing of those with the disease and their carers. A range of computer-based interventions, including touchscreen-based interventions have been researched for use with this population in the hope that they might improve psychological wellbeing. This article reviews touchscreen-based interventions designed to be used by people with dementia, with a specific focus in assessing their impact on wellbeing. Method: The data bases, PsycInfo, ASSIA, Medline, CINAHL and Cochrane were searched for touchscreen-based interventions designed to be used by people with dementia with reported psychological wellbeing outcomes. Methodological quality was assessed using Pluye et al.’s (2011) Mixed Methods Appraisal Tool (MMAT) checklist. Results: Sixteen papers were eligible. They covered fourteen methodologically diverse interventions. Interventions were reported to be beneficial in relation to mental health, social interaction and sense of mastery. Touchscreen interventions also reportedly benefit informal carers in relation to their perceived burden and the quality of their relationships with the people they care for. Key aspects included the user interface, provision of support, learning style, tailored content, appropriate challenge, ergonomics and users’ dementia progression. Conclusions: Whilst much of the existing research is relatively small-scale, the findings tentatively suggest that touchscreen based interventions can improve the psychological wellbeing of people with dementia, and possibilities for more rigorous future research are suggested

Bridging mouse and human anatomies; a knowledge-based approach to comparative anatomy for disease model phenotyping.

The laboratory mouse is the foremost mammalian model used for studying human diseases and is closely anatomically related to humans. Whilst knowledge about human anatomy has been collected throughout the history of mankind, the first comprehensive study of the mouse anatomy was published less than 60 years ago. This has been followed by the more recent publication of several books and resources on mouse anatomy. Nevertheless, to date, our understanding and knowledge of mouse anatomy is far from being at the same level as that of humans. In addition, the alignment between current mouse and human anatomy nomenclatures is far from being as developed as those existing between other species, such as domestic animals and humans. To close this gap, more in depth mouse anatomical research is needed and it will be necessary to extent and refine the current vocabulary of mouse anatomical terms

The mouse pathology ontology, MPATH; structure and applications

BACKGROUND: The capture and use of disease-related anatomic pathology data for both model organism phenotyping and human clinical practice requires a relatively simple nomenclature and coding system that can be integrated into data collection platforms (such as computerized medical record-keeping systems) to enable the pathologist to rapidly screen and accurately record observations. The MPATH ontology was originally constructed in 2,000 by a committee of pathologists for the annotation of rodent histopathology images, but is now widely used for coding and analysis of disease and phenotype data for rodents, humans and zebrafish. CONSTRUCTION AND CONTENT: MPATH is divided into two main branches describing pathological processes and structures based on traditional histopathological principles. It does not aim to include definitive diagnoses, which would generally be regarded as disease concepts. It contains 888 core pathology terms in an almost exclusively is_a hierarchy nine layers deep. Currently, 86% of the terms have textual definitions and contain relationships as well as logical axioms to other ontologies such the Gene Ontology. APPLICATION AND UTILITY: MPATH was originally devised for the annotation of histopathological images from mice but is now being used much more widely in the recording of diagnostic and phenotypic data from both mice and humans, and in the construction of logical definitions for phenotype and disease ontologies. We discuss the use of MPATH to generate cross-products with qualifiers derived from a subset of the Phenotype and Trait Ontology (PATO) and its application to large-scale high-throughput phenotyping studies. MPATH provides a largely species-agnostic ontology for the descriptions of anatomic pathology, which can be applied to most amniotes and is now finding extensive use in species other than mice. It enables investigators to interrogate large datasets at a variety of depths, use semantic analysis to identify the relations between diseases in different species and integrate pathology data with other data types, such as pharmacogenomics

Genome-wide screening of mouse knockouts reveals novel genes required for normal integumentary and oculocutaneous structure and function.

Oculocutaneous syndromes are often due to mutations in single genes. In some cases, mouse models for these diseases exist in spontaneously occurring mutations, or in mice resulting from forward mutatagenesis screens. Here we present novel genes that may be causative for oculocutaneous disease in humans, discovered as part of a genome-wide screen of knockout-mice in a targeted single-gene deletion project. The International Mouse Phenotyping Consortium (IMPC) database (data release 10.0) was interrogated for all mouse strains with integument abnormalities, which were then cross-referenced individually to identify knockouts with concomitant ocular abnormalities attributed to the same targeted gene deletion. The search yielded 307 knockout strains from unique genes with integument abnormalities, 226 of which have not been previously associated with oculocutaneous conditions. Of the 307 knockout strains with integument abnormalities, 52 were determined to have ocular changes attributed to the targeted deletion, 35 of which represent novel oculocutaneous genes. Some examples of various integument abnormalities are shown, as well as two examples of knockout strains with oculocutaneous phenotypes. Each of the novel genes provided here are potentially relevant to the pathophysiology of human integumentary, or oculocutaneous conditions, such as albinism, phakomatoses, or other multi-system syndromes. The novel genes reported here may implicate molecular pathways relevant to these human diseases and may contribute to the discovery of novel therapeutic targets