Participatory Pattern Workshops Resource Kit

Resource KitThis document describes the methodology that has emerged from a series of workshops we have facilitated over several years. These workshops brought together practitioners from a wide range of fields and engaged them in intense conversations about issues regarding technology and education. Such conversations are rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge; knowledge of how to get things done. We call these workshops Collaborative Reflection Workshops. Our process goes beyond a single workshop. Over the years, we have identified a structure of three consecutive workshops; a Design Narratives Workshop, a Pattern Mining Workshop and a Design scenarios Workshop. Together, these form what we call the Participatory Patterns Workshops framework. If you are about to participate in such a workshop, this document will tell you what to expect and how to maximise your benefits from the event. If you would like to run such a workshop (or series of workshops) yourself, this document should give you a good starting point for their design. You will still need to adapt the framework for your own needs and circumstances, and we will be happy to assist you in doing that. Everything presented here is a reflection of work in progress. If you find this document useful, please check for new versions. If you find some mistakes or gaps, please let us know. If you run a workshop, please share your experience and insight with us

Participatory pattern workshops: a methodology for open learning design inquiry

In order to promote pedagogically informed use technology, educators need to develop an active, inquisitive, design-oriented mindset (Laurillard, 2008). Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations (Goodyear et al., 2006) yet widespread adoption by the practitioner community remains a challenge. Over several years, the authors and their colleagues have facilitated many workshops in which participants shared experiences, captured these as design narratives, extracting design patterns and applied them to novel teaching challenges represented as design scenarios (Winters &Mor, 2009; Mor &Winters, 2008). This paper presents the core elements of the methodology that emerged from these workshops: the Participatory Patterns Workshops (PPW) methodology

A maturity model for micro-credentialing and shorter forms of learning practice in Australasian universities

As education and training providers grapple with increasing demand for micro-credentials, guidance on how to improve providers’ capacity and capability to deliver a high standard of learning along with profitable outcomes is needed. This study sought to develop a maturity model that could assist higher education providers in distinguishing their stage of development for delivering micro-credentials and provide guidance on activities to advance micro-credential maturity. A survey of Australasian higher education providers validated the developed model and provided an indicator of the sector’s maturity and ability to meet the increasing demand for micro-credentials. The model’s domains of quality, resourcing, standards and strategy were identified as least mature across the sector. Technical infrastructure, namely a shopfront, credentialing system and platform for delivering micro-credentials was found to be the most mature. There is future scope to refine and extend the validity of the model through testing and standardisation with comparable international sectors

A MOOC taxonomy based on classification schemes of MOOCs

In recent years there has been a significant growth in the number of online courses known as MOOCs available via online providers such as edX and Coursera. The result has been a marked reduction in the clarity around the different course offerings and this has created a need to reconsider the classification schemes for MOOCs to help inform potential participants. Many classifications have been proposed which cover the needs of academics and providers but may not be suitable for learners choosing a course. In this paper, the various classifications used by MOOC providers and aggregator services to categorise MOOCs in presenting information to prospective learners are gathered and analysed. As a result, 13 different categories are identified, which cover information provided to learners before entering a course. These categories are then compared and combined with classifications from the literature to create a taxonomy centred round eight terms: Massive (e.g. enrolments), Open (e.g. pre-requisites), Online (e.g. Timings), Assessment, Pedagogy (e.g. instructor-led), Quality (e.g. reviews), Delivery (e.g. educators), Subject (e.g. Syllabus). Thus, producing a taxonomy capable of categorising MOOCs from a wider perspective

Evolutionary History of Mammalian Transposons Determined by Genome-Wide Defragmentation

The constant bombardment of mammalian genomes by transposable elements (TEs) has resulted in TEs comprising at least 45% of the human genome. Because of their great age and abundance, TEs are important in comparative phylogenomics. However, estimates of TE age were previously based on divergence from derived consensus sequences or phylogenetic analysis, which can be unreliable, especially for older more diverged elements. Therefore, a novel genome-wide analysis of TE organization and fragmentation was performed to estimate TE age independently of sequence composition and divergence or the assumption of a constant molecular clock. Analysis of TEs in the human genome revealed ∼600,000 examples where TEs have transposed into and fragmented other TEs, covering >40% of all TEs or ∼542 Mbp of genomic sequence. The relative age of these TEs over evolutionary time is implicit in their organization, because newer TEs have necessarily transposed into older TEs that were already present. A matrix of the number of times that each TE has transposed into every other TE was constructed, and a novel objective function was developed that derived the chronological order and relative ages of human TEs spanning >100 million years. This method has been used to infer the relative ages across all four major TE classes, including the oldest, most diverged elements. Analysis of DNA transposons over the history of the human genome has revealed the early activity of some MER2 transposons, and the relatively recent activity of MER1 transposons during primate lineages. The TEs from six additional mammalian genomes were defragmented and analyzed. Pairwise comparison of the independent chronological orders of TEs in these mammalian genomes revealed species phylogeny, the fact that transposons shared between genomes are older than species-specific transposons, and a subset of TEs that were potentially active during periods of speciation

Does a Drop-in and Case Management Model Improve Outcomes for Young Adults Experiencing Homelessness: A Case Study of YouthLink

This study used two approaches to examine YouthLink as an example of a drop-in and case management model for working with youth experiencing homelessness. These approaches investigated the same group of 1,229 unaccompanied youth, ages 16 to 24 and overwhelmingly Black, who voluntarily visited or received services from YouthLink in 2011. Both approaches looked at the same metrics of success over the same time period, 2011 to 2016. One approach—Study Aim 1—examined the drop-in and case management model overall, asking whether YouthLink's service model resulted in better outcomes. It compared a YouthLink cohort with a group of highly similar youth who did not visit YouthLink but may have received similar services elsewhere. A second approach—Study Aim 2—investigated within the YouthLink cohort the ways in which YouthLink's drop-in and case-management approach worked toward achieving the desired outcomes

Does a Drop-in and Case Management Model Improve Outcomes for Young Adults Experiencing Homelessness: A Case Study of YouthLink

This study used two approaches to examine YouthLink as an example of a drop-in and case management model for working with youth experiencing homelessness. These approaches investigated the same group of 1,229 unaccompanied youth, ages 16 to 24 and overwhelmingly Black, who voluntarily visited or received services from YouthLink in 2011. Both approaches looked at the same metrics of success over the same time period, 2011 to 2016. One approach—Study Aim 1—examined the drop-in and case management model overall, asking whether YouthLink’s service model resulted in better outcomes. It compared a YouthLink cohort with a group of highly similar youth who did not visit YouthLink but may have received similar services elsewhere. A second approach—Study Aim 2—investigated within the YouthLink cohort the ways in which YouthLink’s drop-in and case-management approach worked toward achieving the desired outcomes. The results and their implications were discussed.The Kresge Foundatio

Social-ecological connections across land, water, and sea demand a reprioritization of environmental management

Despite many sectors of society striving for sustainability in environmental management, humans often fail to identify and act on the connections and processes responsible for social-ecological tipping points. Part of the problem is the fracturing of environmental management and social-ecological research into ecosystem domains (land, freshwater, and sea), each with different scales and resolution of data acquisition and distinct management approaches. We present a perspective on the social-ecological connections across ecosystem domains that emphasize the need for management reprioritization to effectively connect these domains. We identify critical nexus points related to the drivers of tipping points, scales of governance, and the spatial and temporal dimensions of social-ecological processes. We combine real-world examples and a simple dynamic model to illustrate the implications of slow management responses to environmental impacts that traverse ecosystem domains. We end with guidance on management and research opportunities that arise from this cross-domain lens to foster greater opportunity to achieve environmental and sustainability goals.Peer reviewe

First-line chemoimmunotherapy and immunotherapy in patients with non-small cell lung cancer and brain metastases: A registry study

Introduction: Brain metastases commonly occur in patients with non-small cell lung cancer (NSCLC). Standard first-line treatment for NSCLC, without an EGFR, ALK or ROS1 mutation, is either chemoimmunotherapy or anti-PD-1 monotherapy. Traditionally, patients with symptomatic or untreated brain metastases were excluded from the pivotal clinical trials that established first-line treatment recommendations. The intracranial effectiveness of these treatment protocols has only recently been elucidated in small-scale prospective trials. Methods: Patients with NSCLC and brain metastases, treated with first-line chemoimmunotherapy or anti-PD-1 monotherapy were selected from the Australian Registry and biObank of thoracic cancers (AURORA) clinical database covering seven institutions. The primary outcome was a composite time-to-event (TTE) outcome, including extracranial and intracranial progression, death, or need for local intracranial therapy, which served as a surrogate for disease progression. The secondary outcome included overall survival (OS), intracranial objective response rate (iORR) and objective response rate (ORR). Results: 116 patients were included. 63% received combination chemoimmunotherapy and 37% received anti-PD-1 monotherapy. 69% of patients received upfront local therapy either with surgery, radiotherapy or both. The median TTE was 7.1 months (95% CI 5 - 9) with extracranial progression being the most common progression event. Neither type of systemic therapy or upfront local therapy were predictive of TTE in a multivariate analysis. The median OS was 17 months (95% CI 13-27). Treatment with chemoimmunotherapy was predictive of longer OS in multivariate analysis (HR 0.35; 95% CI 0.14 – 0.86; p=0.01). The iORR was 46.6%. The iORR was higher in patients treated with chemoimmunotherapy compared to immunotherapy (58% versus 31%, p=0.01). The use of chemoimmunotherapy being predictive of iORR in a multivariate analysis (OR 2.88; 95% CI 1.68 - 9.98; p=0.04). Conclusion: The results of this study of real-world data demonstrate the promising intracranial efficacy of chemoimmunotherapy in the first-line setting, potentially surpassing that of immunotherapy alone. No demonstrable difference in survival or TTE was seen between receipt of upfront local therapy. Prospective studies are required to assist clinical decision making regarding optimal sequencing of local and systemic therapies