360VR PBL: A New Format of Digital Cases in Clinical Medicine

In this paper, we present and discuss an explorative study on the use of a social 360° virtual reality (360VR) for supporting case-based Problem Based Learning (case-PBL) in clinical medical education. In the context of case-PBL, we argue that our social 360VR learning space extends the design and application of cases in medical education by including elements from project-PBL. Three groups tested the learning design as a part of the clinical exercises in their 5. Semester bachelor course. After the social 360VR activity, the students performed a physical examination of the collateral and cruciate ligaments of the knee like the one in the training material. Our preliminary findings indicate that the students immersed in social 360VR collaboratively establish a mutual understanding of how to perform the examination through identifying problems related to the examination and by taking responsibility for their own and the other group members learning

Kollaborativ læring i social 360VR: Et systematisk review af et nyt digitalt læringsrum

Virtual Reality (VR) vinder større og større indpas på tværs af uddannelsesniveauer. De seneste års teknologiske udvikling har endvidere gjort VR mere tilgængelig for uddannelsesinstitutioner – særligt foranlediget af udviklingen af 360°VR (360VR). Med 360VR kan undervisere designe aktiviteter, hvor studerende får adgang til at arbejde med autentisk videomateriale fra praksis – det kunne være pædagoger, lærere, sygeplejersker og læger. Gennem et systematisk review viser vi at særligt kollaborativ læring i 360VR er tæt på ikke eksisterende. Med udgangspunkt i tre pilotforsøg, viser vi hvordan man kan arbejde med at designe for kollaborativ læring i social 360VR. Vores resultater peger på, at kollaborativ læring i social 360VR skal forstås ud fra en anden begrebsramme end traditionel VR. I skiftet fra individuel VR til social VR opstår et behov for andre begreber end ”immersion”, ”interactivity” og ”presence” – og vi forslår at udviklingen tager afsæt i begreber som interaktionelle ressourcer og perspektivtagning.Virtual Reality (VR) is rapidly gaining attention across educational levels. Technological advances in recent years have further made VR more accessible for educational institutions - especially due to developments in 360° VR (360VR). With 360VR educators can design activities where students gain access to working with authentic video-footage from practice – be it pedagogues, teachers, nurses or doctors. Through a systematic review we show that collaborative learning in 360VR is almost non-existent. In the paper we present three pilot experiments with collaborative learning in social 360VR. Our results indicate that collaborative learning in 360VR must be understood from a different set of concepts than what is used when working with traditional forms of VR. In shifting from individual to social VR, a need for terms going beyond “immersion”, “interactivity” and “presence” arises - and we suggest that the conceptual framework should be grounded in terms such as interactional resources and perspective-taking

Food for Thought : Eastern Baltic cod in distress: biological changes and challenges for stock assessment

The eastern Baltic (EB) cod (Gadus morhua) stock was depleted and overexploited for decades until the mid-2000s, when fishing mortality rapidly declined and biomass started to increase, as shown by stock assessments. These positive developments were partly assigned to effective management measures, and the EB cod was considered one of the most successful stock recoveries in recent times. In contrast to this optimistic view, the analytical stock assessment failed in 2014, leaving the present stock status unclear. Deteriorated quality of some basic input data for stock assessment in combination with changes in environmental and ecological conditions has led to an unusual situation for cod in the Baltic Sea, which poses new challenges for stock assessment and management advice. A number of adverse developments such as low nutritional condition and disappearance of larger individuals indicate that the stock is in distress. In this study, we (i) summarize the knowledge of recent changes in cod biology and ecosystem conditions, (ii) describe the subsequent challenges for stock assessment, and (iii) highlight the key questions where answers are urgently needed to understand the present stock status and provide scientifically solid support for cod management in the Baltic Sea

Variability of humidity conditions in the Arctic during the first International Polar Year, 1882-83

Of all the early instrumental data for the Arctic, the meteorological data gathered during the first International Polar Year, in 1882–83 (IPY-1), are the best in terms of coverage, quality and resolution. Research carried out during IPY-1 scientific expeditions brought a significant contribution to the development of hygrometry in polar regions at the end of the 19th century. The present paper gives a detailed analysis of a unique series of humidity measurements that were carried out during IPY-1 at hourly resolutions at nine meteorological stations, relatively evenly distributed in the High Arctic. It gives an overall view of the humidity conditions prevalent in the Arctic at that time. The results show that the spatial distribution of atmospheric water vapour pressure (e) and relative humidity (RH) in the Arctic during IPY-1 was similar to the present. In the annual course the highest values of e were noted in July and August, while the lowest occurred in the cold half of the year. In comparison to present-day conditions (1961–1990), the mean values of RH in the IPY-1 period (September 1882 to July 1883) were higher by 2.4–5.6%. Most of the changes observed between historical and modern RH values are not significant. The majority of historical daily RH values lie between a distance of less than two standard deviations from current long-term monthly means

Biofluid Biomarkers in Huntington's Disease

Huntington's disease (HD) is a chronic progressive neurodegenerative condition where new markers of disease progression are needed. So far no disease-modifying interventions have been found, and few interventions have been proven to alleviate symptoms. This may be partially explained by the lack of reliable indicators of disease severity, progression, and phenotype.Biofluid biomarkers may bring advantages in addition to clinical measures, such as reliability, reproducibility, price, accuracy, and direct quantification of pathobiological processes at the molecular level; and in addition to empowering clinical trials, they have the potential to generate useful hypotheses for new drug development.In this chapter we review biofluid biomarker reports in HD, emphasizing those we feel are likely to be closest to clinical applicability

Kollaborativ læring i social 360VR:Et systematisk review af et nyt digitalt læringsrum

Virtual Reality (VR) vinder større og større indpas på tværs af uddannelsesniveauer. De seneste års teknologiske udvikling har endvidere gjort VR mere tilgængelig for uddannelsesinstitutioner – særligt foranlediget af udviklingen af 360°VR (360VR). Med 360VR kan undervisere designe aktiviteter, hvor studerende får adgang til at arbejde med autentisk videomateriale fra praksis – det kunne være pædagoger, lærere, sygeplejersker og læger. Gennem et systematisk review viser vi at særligt kollaborativ læring i 360VR er tæt på ikke eksisterende. Med udgangspunkt i tre pilotforsøg, viser vi hvordan man kan arbejde med at designe for kollaborativ læring i social 360VR. Vores resultater peger på, at kollaborativ læring i social 360VR skal forstås ud fra en anden begrebsramme end traditionel VR. I skiftet fra individuel VR til social VR opstår et behov for andre begreber end ”immersion”, ”interactivity” og ”presence” – og vi forslår at udviklingen tager afsæt i begreber som interaktionelle ressourcer og perspektivtagning.Virtual Reality (VR) is rapidly gaining attention across educational levels. Technological advances in recent years have further made VR more accessible for educational institutions - especially due to developments in 360° VR (360VR). With 360VR educators can design activities where students gain access to working with authentic video-footage from practice – be it pedagogues, teachers, nurses or doctors. Through a systematic review we show that collaborative learning in 360VR is almost non-existent. In the paper we present three pilot experiments with collaborative learning in social 360VR. Our results indicate that collaborative learning in 360VR must be understood from a different set of concepts than what is used when working with traditional forms of VR. In shifting from individual to social VR, a need for terms going beyond “immersion”, “interactivity” and “presence” arises - and we suggest that the conceptual framework should be grounded in terms such as interactional resources and perspective-taking