Understanding Learner Disengagement: Why do students pay £9,000

The Understanding Learner Disengagement project used learner interviews, undertaken by student researchers, to gain insights into the reasons that students chose not to engage with available learning opportunities. The study discusses the complexity of the term ‘engagement’, and its antithesis disengagement, before exploring the current perspectives of the students who took part in the study. In total, 47 semi-structured interviews were carried out with students in three areas of the university, selected due to their size and ranges of different types of learner. The findings suggest some core areas of the student experience were associated with non-participation in classes, particularly the perceived value of the learning experience, conflicting priorities, peer influence, and the accessibility of the class. The messages were found to be consistent with the literature and some initial recommendations are made, with the caveat that solutions should be designed at a local level to fit the needs of particular student cohorts

On Predicting Learning Styles in Conversational Intelligent Tutoring Systems using Fuzzy Decision Trees

Intelligent Tutoring Systems personalise learning for students with different backgrounds, abilities, behaviours and knowledge. One way to personalise learning is through consideration of individual differences in preferred learning style. OSCAR is the name of a Conversational Intelligent Tutoring System that models a person's learning style using natural language dialogue during tutoring in order to dynamically predict, and personalise, their tutoring session. Prediction of learning style is undertaken by capturing independent behaviour variables during the tutoring conversation with the highest value variable determining the student's learning style. A weakness of this approach is that it does not take into consideration the interactions between behaviour variables and, due to the uncertainty inherently present in modelling learning styles, small differences in behaviour can lead to incorrect predictions. Consequently, the learner is presented with tutoring material not suited to their learning style. This paper proposes a new method that uses fuzzy decision trees to build a series of fuzzy predictive models combining these variables for all dimensions of the Felder Silverman Learning Styles model. Results using live data show the fuzzy models have increased the predictive accuracy of OSCAR-CITS across four learning style dimensions and facilitated the discovery of some interesting relationships amongst behaviour variables

Population genetics in compressible flows

We study competition between two biological species advected by a compressible velocity field. Individuals are treated as discrete Lagrangian particles that reproduce or die in a density-dependent fashion. In the absence of a velocity field and fitness advantage, number fluctuations lead to a coarsening dynamics typical of the stochastic Fisher equation. We then study three examples of compressible advecting fields: a shell model of turbulence, a sinusoidal velocity field and a linear velocity sink. In all cases, advection leads to a striking drop in the fixation time, as well as a large reduction in the global carrying capacity. Despite localization on convergence zones, one species goes extinct much more rapidly than in well-mixed populations. For a weak harmonic potential, one finds a bimodal distribution of fixation times. The long-lived states in this case are demixed configurations with a single boundary, whose location depends on the fitness advantage.Comment: 10 pages, 5 figures, submitte

EQAL to the task: stakeholder responses to a university-wide transformation project

This qualitative case study examines a university change initiative that was unprecedented in pace, scope and scale for the institution concerned: a post-92 UK university. Project documentation, interview and survey data are analysed to present an account of the context, content and process of change; an account that highlights different stakeholder perspectives and offers lessons learned

SimFection: a digital resource for vaccination education

© 2018 Royal Society of Biology. Vaccination coverage in the United Kingdom is below the level recommended by the World Health Organisation, and when vaccination coverage is not sufficient, outbreaks of infectious diseases can occur. In 2015, coverage of the first dose of the Measles-Mumps-Rubella vaccine declined in the United Kingdom for the first time since 2008, indicating a need to raise public awareness and understanding of the importance of vaccination to public health. Identifying 16 – 18-year olds as a target audience, being future parents who would make decisions regarding vaccination of their children, a digital educational resource (‘SimFection’) was developed to deliver key messages about the spread and control of vaccine-preventable infectious diseases (identified via school curricula). The process of development utilised an iterative approach, involving a cyclic process of prototyping, testing, analysis and refinement with a range of audiences including students, schoolchildren, and trainee teachers. The completed resource is now available online for free download

Video game discourses and implications for game-based education

Increasingly prevalent educational discourses promote the use of video games in schools and universities. At the same time, populist discourses persist, particularly in print media, which condemn video games because of putative negative effects on behaviour and socialisation. These contested discourses, we suggest, influence the acceptability of games and limit critical analysis of their effectiveness as pedagogic tools. This article focuses on the representation of video games in media discourse. We present insights from a small-scale study of the construction of video game discourses in the UK print media in 2013, and discuss three areas that emerged. First, the assumptions inherent in the representation of the ‘video game’; second, the implied lack of agency in the behaviour of ‘the gamer’; and third, the way in which blame is manipulated. Finally, we consider the implications for game-based education

Dopamine-dependent tuning of striatal inhibitory synaptogenesis.

Dopaminergic projections to the striatum, crucial for the correct functioning of this brain region in adulthood, are known to be established early in development, but their role is currently uncharacterized. We demonstrate here that dopamine, by activating D(1)- and/or D(2)-dopamine receptors, decreases the number of functional GABAergic synapses formed between the embryonic precursors of the medium spiny neurons, the principal output neurons of the striatum, with associated changes in spontaneous synaptic activity. Activation of these receptors reduces the size of postsynaptic GABA(A) receptor clusters and their overall cell-surface expression, without affecting the total number of clusters or the size or number of GABAergic nerve terminals. These changes result from an increased internalization of GABA(A) receptors, and are mediated by distinct signaling pathways converging at the level of GABA(A) receptors to cause a transient PP2A/PP1-dependent dephosphorylation. Thus, tonic D(1)- and D(2)-receptor activity limits the extent of collateral inhibitory synaptogenesis between medium spiny neurons, revealing a novel role of dopamine in controlling the development of intrinsic striatal microcircuits

Rare coding SNP in DZIP1 gene associated with late-onset sporadic Parkinson's disease

We present the first application of the hypothesis-rich mathematical theory to genome-wide association data. The Hamza et al. late-onset sporadic Parkinson's disease genome-wide association study dataset was analyzed. We found a rare, coding, non-synonymous SNP variant in the gene DZIP1 that confers increased susceptibility to Parkinson's disease. The association of DZIP1 with Parkinson's disease is consistent with a Parkinson's disease stem-cell ageing theory.Comment: 14 page