Narrative and learning with Web 2.0 technologies: towards a research agenda

This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals re-present and organize experience in order to learn from it and make it sharable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a ‘situated’ analysis of the narrative practices engaged with by users of blogs. A ‘narrative trail’ is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature

Scoping a Vision for Formative E-Assessment (FEASST)

This research aimed to delineate a domain map for formative e-assessment. At a conceptual level this includes a description of key processes involved, and at a practical level this includes examples of existing practice as well as some technical system requirements. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers

Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education

Supplementary Schools in the UK offer educational opportunities for children and young people outside mainstream school provision. The paper reports an enquiry undertaken by practitioners in Greek Supplementary Schools in the UK to explore how features of mobile technologies may be leveraged to foster heritage language learning. It draws on the view that mobile learning can be a way for learners to explore the language informally and direct their own development (Kukulska-Hulme, 2015) and may also shape the learners’ ‘habits of mind’ (Wong, 2012, p.22) in learning—and consequently their language competencies. The project #ItsAllGreekToUS set to investigate how to create learning designs to incorporate effective use of mobile technologies within language learning and teaching. It draws on action research orientation and uses the idea of ‘Bring Your Own Device’ (BYOD) (JISC, 2013) in educational settings. The study involved several sessions around the concept of ‘loanwords’ and representations of this vocabulary in artefacts created with the use of mobile phones and a popular photography application (e.g. Pinterest). The participants were fourteen students (12-13s) attending a pre-GCSE class in a Greek School in London and nine students (12-14s) attending a GCSE class in a Greek School in Leicester. Evidence from user-generated content, the pupils’ views around the project and the practitioners’ observations are considered. The paper will discuss how students’ practices associated with mobile technologies are integrated into teachers’ practice. Particular attention will be drawn to designing language learning by blending traditional language classroom practices along incorporating the practices of sharing and curating content, as well as allowing ‘visibility’ through artefacts created by the learners

Glucose variability measures and their effect on mortality: a systematic review

Objective: To systematically review the medical literature on the association between glucose variability measures and mortality in critically ill patients. Methods: Studies assessing the association between a measure of glucose variability and mortality that reported original data from a clinical trial or observational study on critically ill adult patients were searched in Ovid MEDLINE (R) and Ovid EMBASE (R). Data on patient populations, study designs, glucose regulations, statistical approaches, outcome measures, and glucose variability indicators (their definition and applicability) were extracted. Result: Twelve studies met the inclusion criteria; 13 different indicators were used to measure glucose variability. Standard deviation and the presence of both hypo-and hyperglycemia were the most common indicators. All studies reported a statistically significant association between mortality and at least one glucose variability indicator. In four studies both blood glucose levels and severity of illness were considered as confounders, but only one of them checked model assumptions to assert inference validity. Conclusions: Glucose variability has been quantified in many different ways, and in each study at least one of them appeared to be associated with mortality. Because of methodological limitations and the possibility of reporting bias, it is still unsettled whether and in which quantification this association is independent of other confounders. Future research will benefit from using an indicator reference subset for glucose variability, metrics that are linked more directly to negative physiological effects, more methodological rigor, and/or better reportin

Towards ‘languages for all’ in England: the state of the debate

Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England’s 11–16 state-funded secondary schools is also part of a wider debate concerning how to harness England’s rich linguistic and cultural diversity and improve the quality and range of language skills of the country. While learning a second language throughout compulsory schooling is increasingly the norm across the world, fewer than 50% of 14–16 year olds in state-funded schools in England gained a modern language qualification (General Certification of Secondary Education or GCSE) in 2015. From 2015, recent government education policy has required the majority of pupils commencing secondary school to study a language to GCSE level, suggesting that schools who do not comply will be unable to gain the top inspection grade. This paper reviews the state of the debate examining divergent and contradictory perspectives within education policy and in the literature. It concludes by setting out six conditions for achieving this policy goal for enabling secondary schools to successfully implement a coherent and relevant languages curriculum for all young people, such that they can develop the linguistic and intercultural competencies needed to contribute to and thrive in increasingly diverse local and global communities

Implementing glucose control in intensive care: a multicenter trial using statistical process control

Glucose control (GC) with insulin decreases morbidity and mortality of critically ill patients. In this study we investigated GC performance over time during implementation of GC strategies within three intensive care units (ICUs) and in routine clinical practice. All adult critically ill patients who stayed for >24 h between 1999 and 2007 were included. Effects of implementing local GC guidelines and guideline revisions on effectiveness/efficiency-related indicators, safety-related indicators, and protocol-related indicators were measured. Data of 17,111 patient admissions were evaluated, with 714,141 available blood glucose levels (BGL) measurements. Mean BGL, time to reach target, hyperglycemia index, sampling frequency, percentage of hyperglycemia events, and in-range measurements statistically changed after introducing GC in all ICUs. The introduction of simple rules on GC had the largest effect. Subsequent changes in the protocol had a smaller effect than the introduction of the protocol itself. As soon as the protocol was introduced, in all ICUs the percentage of hypoglycemia events increased. Various revisions were implemented to reduce hypoglycemia events, but levels never returned to those from pre-implementation. More intensive implementation strategies including the use of a decision support system resulted in better control of the process. There are various strategies to achieve GC in routine clinical practice but with variable success. All of them were associated with an increase in hypoglycemia events, but GC was never stopped. Instead, these events have been accepted and managed. Statistical process control is a useful tool for monitoring phenomena over time and captures within-institution change