Quality management of online learning environments : final report of the project : Building distributed leadership in designing and implementing a quality management framework for online learning environments

&nbsp;The project developed and disseminated, through a distributed leadership approach, an overall framework for the quality management of online learning environments (OLEs) in Australian higher education. The Six Elements of the Online Learning Environment (6EOLE) Quality Management Framework and its guidelines was constructed based on various data collection methods deployed in the project.The 6EOLE Quality Management Framework, displayed on page six, and accompanying guidelines (i.e. An evidence-based approach to implementation, and A condensed guide) can be used to guide management action to assure and continuously improve the quality of an organisation&rsquo;s OLE where environmental factors are relatively stable, at least for a period....This report shows how the project&rsquo;s objectives were achieved through the project approach and methodology, which in turn led to a set of project outcomes and key deliverables. Moreover, a consideration of these key outcomes and deliverables has led to the presentation of recommendations to the Office for Learning and Teaching and the higher education sector. We argue these recommendations are pertinent to the consideration of distributed leadership and the quality management of OLEs at any tertiary institution.</div

Quality management of online learning environments: An evidence-based approach to implementing the 6EOLE Quality Management Framework

This project will design and implement a framework using a distributed leadership approach for the quality management of online learning environments in Australian higher education. The distributed leadership approach will enable the development of the framework and, in turn, contribute to its implementation. The framework will be the vehicle for building leadership capacity. The project will draw upon the combined expertise and strengths of five universities using different learning management systems and approaches to social networking and which are at various stages of deploying their next-generation online learning environments. The universities involved represent different groupings of institutions in the sector and each is reliant on disparate leadership groups to successfully implement and sustain their environments. The project will determine the key components of such a quality management framework and the key sources of evidence needed to ensure that institutional investments generate good student learning experiences

Linking Databases in Collaborative and Culturally Safe Ways to Evaluate the Effectiveness of PAX-Good Behaviour Game (PAX) in First Nations Communities.

Objectives The overarching research objective was to examine, culturally adapt, and further evaluate a mental health promotion approach called the PAX within 8 First Nations communities. This presentation describes a research process whereby First Nations community members and researchers worked in collaborative and culturally safe ways to reach their research objectives. Approach Building on a strong existing relationship between Swampy Cree Tribal Council (SCTC) members from Northern Canada and academic researchers, a team was formed to prepare the research proposal. This team included community members, leaders from First Nations organizations, decision makers, program developers and researchers. This research was guided by two-eyed seeing, a principle developed by a Mi’kmaw Elder, that recognizes both Indigenous and Western ways of knowing, where one worldview does not dominate the other. The research process was compliant with Ownership, Control, Access, and Possession (OCAP) principles that ensure self-determination of First Nations communities over research involving their people. Results A First Nations community liaison was hired as a research team member ensuring that traditional and cultural protocols were adhered to and connections to community members facilitated and sustained. Over the course of the research, the team met monthly to oversee implementation and annually with SCTC community members for guidance and for sharing and interpreting results.  All 8 communities were actively engaged and benefitted from their involvement. Seeing the value of examining PAX’s effectiveness through linkages to administrative datasets, community members supported engagement of an additional 16 First Nations communities thereby ensuring an adequate sample size for the study. Health and education databases were linked to program data from 20 First Nations communities. Infographics, lay summaries and presentations were prepared for meaningful knowledge exchange. Conclusion First Nations communities deemed it essential to understand what works and for whom regarding mental health promotion. Building relationships with First Nations community members based on trust and respect provided information that was relevant and beneficial to their communities. This relationship-building should be considered when developing research timelines and budgets

Is PAX-Good Behaviour Game (PAX) Associated with Better Mental Health and Educational Outcomes for First Nations Children?

Objectives PAX, a mental health promotion approach, has been shown to decrease negative mental health outcomes and improve academic achievement. These effects have yet to be shown among Indigenous children. We evaluated PAX for improving First Nations children’s outcomes following a research process wherein community members and researchers work more collaboratively. Approach Building on a long-term relationship with Swampy Cree Tribal Council, community members, First Nations leaders and researchers worked together through all phases of the project. This cluster randomized controlled trial used population-based health, social services, and education administrative data that allowed de-identified individual-level linkages across all databases through a scrambled health number.  Our cohort of 725 children from 20 First Nations schools were randomized to PAX (n=469, 11 schools) or wait-list control (n=256, 9 schools). We used propensity score weighting and multi-level modeling to estimate the differences over time (2011 up to 2020) between children exposed to PAX and those who were not. Results Differences in baseline characteristics were found between the two groups of children, despite the cluster randomization. After applying propensity score weights, children in the PAX group had significantly greater decreases in conduct problems (β:-1.08, standard error(se):0.2505, p<.0001), hyperactivity (β:-1.13, se:0.3617, p=.0018 ), and peer problems (β:-1.10, se:0.3043, p=.0003) and a greater increase in prosocial scores (β:2.68, se:0.4139, p<.0001) than control group children. The percentage of children in the PAX group who met academic expectations was higher than those in the control group, however, only grade 3 numeracy (odds ratio (OR):4.30, confidence interval (CI):1.34 – 13.77) and grade 8 reading and writing (OR:2.78, CI:1.01 – 7.67) met statistical significance.  We found no evidence that PAX was associated with less emotional problems, diagnosed mental disorders or better student engagement. Conclusion These findings suggest that PAX was effective in improving First Nations children’s mental health and academic outcomes in First Nations communities. Examining what works in Indigenous communities is crucial because approaches that are effective in some populations may not necessarily be culturally appropriate for remote Indigenous communities

Mitochondrial physiology

As the knowledge base and importance of mitochondrial physiology to evolution, health and disease expands, the necessity for harmonizing the terminology concerning mitochondrial respiratory states and rates has become increasingly apparent. The chemiosmotic theory establishes the mechanism of energy transformation and coupling in oxidative phosphorylation. The unifying concept of the protonmotive force provides the framework for developing a consistent theoretical foundation of mitochondrial physiology and bioenergetics. We follow the latest SI guidelines and those of the International Union of Pure and Applied Chemistry (IUPAC) on terminology in physical chemistry, extended by considerations of open systems and thermodynamics of irreversible processes. The concept-driven constructive terminology incorporates the meaning of each quantity and aligns concepts and symbols with the nomenclature of classical bioenergetics. We endeavour to provide a balanced view of mitochondrial respiratory control and a critical discussion on reporting data of mitochondrial respiration in terms of metabolic flows and fluxes. Uniform standards for evaluation of respiratory states and rates will ultimately contribute to reproducibility between laboratories and thus support the development of data repositories of mitochondrial respiratory function in species, tissues, and cells. Clarity of concept and consistency of nomenclature facilitate effective transdisciplinary communication, education, and ultimately further discovery

Mitochondrial physiology

As the knowledge base and importance of mitochondrial physiology to evolution, health and disease expands, the necessity for harmonizing the terminology concerning mitochondrial respiratory states and rates has become increasingly apparent. The chemiosmotic theory establishes the mechanism of energy transformation and coupling in oxidative phosphorylation. The unifying concept of the protonmotive force provides the framework for developing a consistent theoretical foundation of mitochondrial physiology and bioenergetics. We follow the latest SI guidelines and those of the International Union of Pure and Applied Chemistry (IUPAC) on terminology in physical chemistry, extended by considerations of open systems and thermodynamics of irreversible processes. The concept-driven constructive terminology incorporates the meaning of each quantity and aligns concepts and symbols with the nomenclature of classical bioenergetics. We endeavour to provide a balanced view of mitochondrial respiratory control and a critical discussion on reporting data of mitochondrial respiration in terms of metabolic flows and fluxes. Uniform standards for evaluation of respiratory states and rates will ultimately contribute to reproducibility between laboratories and thus support the development of data repositories of mitochondrial respiratory function in species, tissues, and cells. Clarity of concept and consistency of nomenclature facilitate effective transdisciplinary communication, education, and ultimately further discovery