Research on Wearable Technologies for Learning: A Systematic Review

A good amount of research has explored the use of wearables for educational or learning purposes. We have now reached a point when much literature can be found on that topic, but few attempts have been made to make sense of that literature from a holistic perspective. This paper presents a systematic review of the literature on wearables for learning. Literature was sourced from conferences and journals pertaining to technology and education, and through an ad hoc search. Our review focuses on identifying the ways that wearables have been used to support learning and provides perspectives on that issue from a historical dimension, and with regards to the types of wearables used, the populations targeted, and the settings addressed. Seven different ways of how wearables have been used to support learning were identified. We propose a framework identifying five main components that have been addressed in existing research on how wearables can support learning and present our interpretations of unaddressed research directions based on our review results

Examining the Efficacy of Inquiry-based Approaches to Education

Educational jurisdictions around the world have introduced curricular initiatives that emphasize the need for students to engage in inquiry-based education. This shift, has been met by significant public opposition, particularly in the Canadian context. Results from this study indicate that criticisms of inquiry-based approaches to education are largely directed at discovery learning, which has limited educational value. We note the significant affordances of guided forms of inquiry, such as problem-based learning, and approaches to inquiry aligned with the authentic education movement. Additionally, we highlight the specific instructional supports needed for processes of inquiry to promote elements, such as critical thinking skills and flexible problem solving abilities, necessary for success in a rapidly changing world

When poetry argues: on the translation of argument in classical Chinese poems and revisiting the nature of poetry translation

The assumption of the importance of the translator’s talent has often led to the result that poetry translation appears unfathomable, in particular the view exists that poetry translation can only be successful as a form of rewriting or re-creation (Bassnett, 1998), while the difficulties and intricacies involved in poetry translation may have led to the subjectivity and ‘isolatedness’ of numerous relevant studies. In this research study, I propose the ‘argumentative perspective’ to analyze classical Chinese poetry, by which I argue that description of the nature of poetry translation can be described in a relatively objective manner. Seemingly incompatible with the strong lyric tradition of classical Chinese poetry (Liu & Lo, 1975) but nevertheless a long-standing concept in Western literary studies (Kertzer, 1988), ‘argument’ is defined in this study as having a structural and meaning dimension. Using the comparative approach in translation studies (Williams & Chesterman, 2002), I discuss how different translations of the same poem can be judged against the threshold of whether or not the poetic argument of the source text is transferred as far as possible. While different translation issues are foregrounded as I discuss the two dimensions of poetic argument, the discussions concerned are given coherence by the common aim of demonstrating the usefulness of the argumentative perspective in achieving my research purpose of an objective description of poetry translation, as well as how such a description leads to a simple and accommodating theory, the latter I propose in particular to be contribution to the field of translation studies. All in all, the conclusions derived from adopting the argumentative perspective should have generalizing power, and allow poetry translation to be understood in a way which is rid of the mysticism, subjectivity, and isolated nature associated with previous studies

Adapting to a Design-Based Professional Learning Intervention

Designing a systematic inquiry-based, and knowledge-building experience through continuous professional learning for teachers is a key challenge for school authorities. A total of 26 teachers, five principals, three researchers, one graduate student, and two contract professionals from a university were involved in a research-practice partnership. The partners engaged in a yearlong design-based professional learning series. In this study, design-based research was used as the methodology to understand the participant responses to professional learning during the design, enactment, and refinement phases used to design the professional learning series. Open-ended survey responses, researcher field notes and documents from the professional learning sessions were analyzed throughout the study and during three phases of the learning design. The results indicated there were four key shifts and corresponding adaptations made by the participants as they responded to and engaged in a continuous model of professional learning

Performative Authoring: Nurturing Children’s Creativity and Creative Self-Efficacy through Digitally-Augmented Enactment-Based Storytelling

Psychological research, especially by Paul Torrance, has shown that the child’s engagement in creative activities tends to drop precipitously at around the 3rd- to 4th-grade period (8 to 11 years old). This phenomenon, called the ‘Fourth-Grade Slump’, occurs possibly because of an increase in social awareness and critical self-evaluation of competence in the child during this period. Increasing awareness of the complexity of the world’s problems, new paradigms of design focusing on the user, and advances in technology has led to rapid developments in the design and development of tools to support children’s creativity. Research in creativity support tools has generally focused on augmenting creative performance within specific tasks, using strategies such as facilitating access to information, or exposing the user to a space of possible combinations. Much less studied however, is how tools may help to develop positive attitudes towards creativity in individuals. This is important, especially in systems designed for children where the focus on the development of the person, during critical periods of growth such as the period of the Fourth-Grade Slump, may be said to be of equivalent or greater importance than the support of process or the generation of product. In the domain of storytelling or narrative construction, work in child development, educational pedagogy, social psychology, and performance studies have looked at how to tap into the power of children’s imagination during pretend play to nurture their storytelling abilities and their sense of self-efficacy or confidence. These interventions typically take the form of drama workshops or classroom roleplaying exercises. While results appear to provide good evidence that drama interventions and theater-based methods have some positive effects on children’s development of narratives, studies have shown mixed results in terms of the effects on children’s self-efficacy. I refer here to self-efficacy in the sense of a child’s perception of her creative abilities, in other words, her belief that she can produce creative outcomes. This creativity-oriented sense of self-efficacy has been called ‘creative self-efficacy’. This dissertation investigates how pretend play can be harnessed into the design of an interface to support children’s creativity in storytelling and their sense of creative self-efficacy. This overarching question was explored through four phases of research: Exploration, Design, Evaluation, and Integration. The Exploration phase consisted of two studies: a) a set of interviews with elementary school teachers, and b) an experimental study of how the interface or medium may affect children’s creative storytelling process; The Design phase consisted of two experimental studies, and design and development: a) the first study investigated how the physicality of props may support children’s enactment-based storytelling, and b) the second study explored the influence of the presentation of digital contextual/environmental cues on children’s enactment-based storytelling, c) design and development consisted of an exercise using the NEVO methodology to embody design knowledge gained from the Design phase into a concrete usable system, called DiME; The Evaluation phase consisted of two studies: a) the first was a pilot study that tested the usability of DiME and protocol of use with children, and b) the second was an experimental study across two school districts with different profiles investigating the effects of digitally-augmented enactment-based storytelling using DiME, on children’s creativity, story writing and creative self-efficacy; The Integration phase of the research consisted of a workshop with elementary school teachers, which initiated an exploration into how such a story authoring approach may be used in an elementary school curriculum and setting. The body of work that this dissertation presents elucidates (i) a physical enactment-based method for the authoring of stories by children, and (ii) how a digitally-augmented space may move beyond simple drama methods to positively influence the child’s creativity and imagination during storytelling, as well as her self-belief and motivation to engage in creation. The digitally-augmented enactment-based storytelling environment, that I term performative authoring, allows the child to collaboratively create a story through pretend play with a partner, while her enactments are reflected in real-time in the form of animated cartoon characters and objects on a large screen display through the use of motion tracking technologies. I have found that performative authoring has positive effects not only on the child’s creative self-efficacy, especially for the less extraverted children, but also on the richness of the child’s retelling or written narrative of her story. The significance of the results of the studies is with respect to the various domains and subareas represented (child-computer interaction, interactive storytelling, education and educational psychology, creativity and cognition). There is great potential to extend the concept of exploiting digitally-augmented enactment to support and scaffold higher-level cognition, beyond physical enactment. Extensions of this work include making use of more epistemic forms of enactment, instead of full-blown enactment, to support children’s creative story brainstorming, or to make use of digitally-augmented enactment to support other forms of higher thought apart from creativity and imagination. In the domain of storytelling or narrative construction, work in child development, educational pedagogy, social psychology, and performance studies have looked at how to tap into the power of children’s imagination during pretend play to nurture their storytelling abilities and their sense of self-efficacy or confidence. These interventions typically take the form of drama workshops or classroom roleplaying exercises. While results appear to provide good evidence that drama interventions and theater-based methods have some positive effects on children’s development of narratives, studies have shown mixed results in terms of the effects on children’s self-efficacy. I refer here to self-efficacy in the sense of a child’s perception of her creative abilities, in other words, her belief that she can produce creative outcomes. This creativity-oriented sense of self-efficacy has been called ‘creative self-efficacy’ (Beghetto, 2006, 2007). This dissertation investigates how pretend play can be harnessed into the design of an interface to support children’s creativity in storytelling and their sense of creative self-efficacy. This overarching question was explored through four phases of research: I. Exploration, II. Design, III. Evaluation, and IV. Integration. Phase 1 Exploration consisted of two studies: 1A) a set of interviews with elementary school teachers, and 1B) an experimental study of how the interface or medium may affect children’s creative storytelling process; Phase 2 Design consisted of two experimental studies, and design and development: 2A) the first study investigates how the physicality of props may support children’s enactment-based storytelling, and 2B) the second study explores the influence of the presentation of digital contextual/environmental cues on children’s enactment-based storytelling, 2C) design and development consisted of an exercise using the NEVO methodology to embody design knowledge gained from Phase 2 into a concrete usable system, called DiME; Phase 3 Evaluation consisted of two studies: 3A) the first was a pilot study that tested the usability of DiME and protocol of use with children, and 3B) the second was an experimental study across two school districts with different profiles investigating the effects of digitally-augmented enactment-based storytelling using DiME, on children’s creativity, story writing and creative self-efficacy; and Phase 4 Integration consisted of a workshop with elementary school teachers, which initiated an exploration into how such a story authoring approach may be used in an elementary school curriculum and setting. The body of work that this dissertation presents elucidates (i) a physical enactment-based method for the authoring of stories by children, and (ii) how a digitally-augmented space may move beyond simple drama methods to positively influence the child’s creativity and imagination during storytelling, as well as her self-belief and motivation to engage in creation. The digitally-augmented enactment-based storytelling environment, termed performative authoring in this document, allows the child to collaboratively create a story through pretend play with a partner, while her enactments are reflected in real-time in the form of animated cartoon characters and objects on a large screen display through the use of motion tracking technologies. I have found that performative authoring has positive effects not only on the child’s creative self- efficacy, especially for the less extraverted children, but also on the richness of the child’s retelling or written narrative of her story. This dissertation concludes by discussing the significance of the results of our studies with respect to the various domains and subareas represented (child-computer interaction, interactive storytelling, education and educational psychology, creativity and cognition) and extends the concept of exploiting digitally-augmented enactment to support and scaffold higher-level cognition, beyond physical enactment. Extensions of this work include making use of more epistemic forms of enactment, instead of full-blown enactment, to support children’s creative story brainstorming, or to make use of digitally-augmented enactment to support other forms of higher thought apart from creativity and imagination

Context-Dependent Transformation of Adult Pancreatic Cells by Oncogenic K-Ras

Pancreatic ductal adenocarcinoma (PDAC) is one of the most lethal human malignancies. To investigate the cellular origin(s) of this cancer, we determined the effect of PDAC-relevant gene mutations in distinct cell types of the adult pancreas. We show that a subpopulation of Pdx1-expressing cells is susceptible to oncogenic K-Ras-induced transformation without tissue injury, whereas insulin-expressing endocrine cells are completely refractory to transformation under these conditions. However, chronic pancreatic injury can alter their endocrine fate and allow them to serve as the cell of origin for exocrine neoplasia. These results suggest that one mechanism by which inflammation and/or tissue damage can promote neoplasia is by altering the fate of differentiated cells that are normally refractory to oncogenic stimulation.National Cancer Institute (U.S.) (Cancer Center Support (Core) Grant, P30 CA14051)National Institutes of Health (U.S.) (grant 1 PO1 CA117969 01)American Cancer Society (ACS Research Professor)Anna Fuller FundMassachusetts Institute of Technology (Daniel K. Ludwig Foundation Cancer Research Professor)Howard Hughes Medical Institute (Investigator

Genetic diversity and evolution of human metapneumovirus fusion protein over twenty years

<p>Abstract</p> <p>Background</p> <p>Human metapneumovirus (HMPV) is an important cause of acute respiratory illness in children. We examined the diversity and molecular evolution of HMPV using 85 full-length F (fusion) gene sequences collected over a 20-year period.</p> <p>Results</p> <p>The F gene sequences fell into two major groups, each with two subgroups, which exhibited a mean of 96% identity by predicted amino acid sequences. Amino acid identity within and between subgroups was higher than nucleotide identity, suggesting structural or functional constraints on F protein diversity. There was minimal progressive drift over time, and the genetic lineages were stable over the 20-year period. Several canonical amino acid differences discriminated between major subgroups, and polymorphic variations tended to cluster in discrete regions. The estimated rate of mutation was 7.12 × 10^-4substitutions/site/year and the estimated time to most recent common HMPV ancestor was 97 years (95% likelihood range 66-194 years). Analysis suggested that HMPV diverged from avian metapneumovirus type C (AMPV-C) 269 years ago (95% likelihood range 106-382 years).</p> <p>Conclusion</p> <p>HMPV F protein remains conserved over decades. HMPV appears to have diverged from AMPV-C fairly recently.</p

Emotion Regulation in the Prisoner’s Dilemma: Effects of Reappraisal on Behavioral Measures and Cardiovascular Measures of Challenge and Threat

The current study examines cooperation and cardiovascular responses in individuals that were defected on by their opponent in the first round of an iterated Prisoner’s Dilemma. In this scenario, participants were either primed with the emotion regulation strategy of reappraisal or no emotion regulation strategy, and their opponent either expressed an amused smile or a polite smile after the results were presented. We found that cooperation behavior decreased in the no emotion regulation group when the opponent expressed an amused smile compared to a polite smile. In the cardiovascular measures, we found significant differences between the emotion regulation conditions using the biopsychosocial (BPS) model of challenge and threat. However, the cardiovascular measures of participants instructed with the reappraisal strategy were only weakly comparable with a threat state of the BPS model, which involves decreased blood flow and perception of greater task demands than resources to cope with those demands. Conversely, the cardiovascular measures of participants without an emotion regulation were only weakly comparable with a challenge state of the BPS model, which involves increased blood flow and perception of having enough or more resources to cope with task demands

Joint relationship between renal function and proteinuria on mortality of patients with type 2 diabetes: The Taichung Diabetes Study

Abstract Background Estimated glomerular filtration rate (eGFR) is a powerful predictor of mortality in diabetic patients with limited proteinuria data. In this study, we tested whether concomitant proteinuria increases the risk of mortality among patients with type 2 diabetes. Methods Participants included 6523 patients > 30 years with type 2 diabetes who were enrolled in a management program of a medical center before 2007. Renal function was assessed by eGFR according to the Modification of Diet in Renal Disease Study equation for Chinese. Proteinuria was assessed by urine dipstick. Results A total of 573 patients (8.8%) died over a median follow-up time of 4.91 years (ranging from 0.01 year to 6.42 years). The adjusted expanded cardiovascular disease (CVD)-related mortality rates among patients with proteinuria were more than three folds higher for those with an eGFR of 60 mL/min/1.73 m2 or less compared with those with an eGFR of 90 mL/min/1.73 m2 or greater [hazard ratio, HR, 3.15 (95% confidence interval, CI, 2.0–5.1)]. The magnitude of adjusted HR was smaller in patients without proteinuria [1.98 (95% CI, 1.1–3.7)]. An eGFR of 60 mL/min/1.73 m2 to 89 mL/min/1.73 m2 significantly affected all-cause mortality and mortality from expanded CVD-related causes only in patients with proteinuria. Similarly, proteinuria affected all outcomes only in patients with an eGFR of <60 mL/min/1.73 m2. Conclusion The risks of all-cause mortality, as well as expanded and non-expanded mortality from CVD-related causes associated with proteinuria or an eGFR of 90 mL/min/1.73 m2 or greater are independently increased. Therefore, the use of proteinuria measurements with eGFR increases the precision of risk stratification for mortality.http://deepblue.lib.umich.edu/bitstream/2027.42/112804/1/12933_2012_Article_558.pd

Protein Profiling of Human Nonpigmented Ciliary Epithelium Cell Secretome: The Differentiation Factors Characterization for Retinal Ganglion Cell line

The purpose of this paper was to characterize proteins secreted from the human nonpigmented ciliary epithelial (HNPE) cells, which have differentiated a rat retinal ganglion cell line, RGC-5. Undifferentiated RGC-5 cells have been shown to express several marker proteins characteristic of retinal ganglion cells. However, RGC-5 cells do not respond to N-methyl-D aspartate (NMDA), or glutamate. HNPE cells have been shown to secrete numbers of neuropeptides or neuroproteins also found in the aqueous humor, many of which have the ability to influence the activity of neuronal cells. This paper details the profile of HNPE cell-secreted proteins by proteomic approaches. The experimental results revealed the identification of 132 unique proteins from the HNPE cell-conditioned SF-medium. The biological functions of a portion of these identified proteins are involved in cell differentiation. We hypothesized that a differentiation system of HNPE cell-conditioned SF-medium with RGC-5 cells can induce a differentiated phenotype in RGC-5 cells, with functional characteristics that more closely resemble primary cultures of rat retinal ganglion cells. These proteins may replace harsh chemicals, which are currently used to induce cell differentiation