What a feeling! A multistage, multimethod Investigation of emotions and their antecedents in an Irish language MOOC

It has become widely accepted that emotions play a key role in the learning process. Therefore, understanding learners’ emotions in computer-assisted language learning (CALL) has become an important area of inquiry as the demand for these resources continues to increase. To date, however, research has focused almost exclusively on one emotion, anxiety. Consideration of a much broader range of both positive and negative emotion would provide a more holistic insight in to the online language learning experience, and thus warrants further investigation. This research, presents an investigation in to the emotional experiences of learners participating in an Irish language, massive open online course (MOOC). Language learning MOOCs (LMOOCs) such as this one constitute an emerging and relatively unexplored CALL environment that has much to gain from emotion research. Using Pekrun’s (2006) Control-Value Theory of Achievement Emotions as the guiding theoretical framework, this study seeks to answer the over-arching research question: What are the sources of learners’ emotions experienced during an LMOOC? The research design adopted to address this question was iterative in nature with findings from prior stages contributing to the methodological instruments and procedure used in the main study. An experience sampling method was adopted to collect self-report data pertaining to learners’ emotions and their cognitive appraisals during the main study. This approach facilitated in-the-moment emotion reports from participants following various task-types and tested the Control-Value Theory at an intra-individual level. This data was further enhanced by weekly emotion diaries, which delved deeper into the learners’ perspective. This multiple methods study finds that learners experience a range of both positive and negative emotions while learning the Irish language online. A multilevel analysis of the quantitative data confirms that the cognitive appraisals of perceived control and subjective value both directly and interactively predict learners’ emotions at an intra-individual level during the MOOC. Furthermore, there are significant relationships that exist between task types and learner emotions, a finding that is of particular relevance to learning design and pedagogical strategies. A thematic analysis of the qualitative data supports these quantitative findings but also highlights other appraisals that appear to be relevant to the elicitation of emotions during the LMOOC. Taken together, the findings of this study suggest that learning a language online is not just a cognitive process but also an emotional one and educators, learning designers and even the learners themselves need to consider this when engaging in such courses

Innovating Pedagogy 2020: Open University Innovation Report 8

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This eighth report, produced by The Open University in collaboration with the National Institute for Digital Learning (NIDL) in Ireland, describes ten innovations that have the potential to influence education in the coming years

Rheumatoid arthritis - treatment: 180. Utility of Body Weight Classified Low-Dose Leflunomide in Japanese Rheumatoid Arthritis

Background: In Japan, more than 20 rheumatoid arthritis (RA) patients died of interstitial pneumonia (IP) caused by leflunomide (LEF) were reported, but many of them were considered as the victims of opportunistic infection currently. In this paper, efficacy and safety of low-dose LEF classified by body weight (BW) were studied. Methods: Fifty-nine RA patients were started to administrate LEF from July 2007 to July 2009. Among them, 25 patients were excluded because of the combination with tacrolimus, and medication modification within 3 months before LEF. Remaining 34 RA patients administered 20 to 50 mg/week of LEF were followed up for 1 year and enrolled in this study. Dose of LEF was classified by BW (50 mg/week for over 50 kg, 40 mg/week for 40 to 50 kg and 20 to 30 mg/week for under 40 kg). The average age and RA duration of enrolled patients were 55.5 years old and 10.2 years. Prednisolone (PSL), methotrexate (MTX) and etanercept were used in 23, 28 and 2 patients, respectively. In case of insufficient response or adverse effect, dosage change or discontinuance of LEF were considered. Failure was defined as dosages up of PSL and MTX, or dosages down or discontinuance of LEF. Last observation carried forward method was used for the evaluation of failed patients at 1 year. Results: At 1 year after LEF start, good/ moderate/ no response assessed by the European League Against Rheumatism (EULAR) response criteria using Disease Activity Score, including a 28-joint count (DAS28)-C reactive protein (CRP) were showed in 14/ 10/ 10 patients, respectively. The dosage changes of LEF at 1 year were dosage up: 10, same dosage: 5, dosage down: 8 and discontinuance: 11 patients. The survival rate of patients in this study was 23.5% (24 patients failed) but actual LEF continuous rate was 67.6% (11 patients discontinued) at 1 year. The major reason of failure was liver dysfunction, and pneumocystis pneumonia was occurred in 1 patient resulted in full recovery. One patient died of sepsis caused by decubitus ulcer infection. DAS28-CRP score was decreased from 3.9 to 2.7 significantly. Although CRP was decreased from 1.50 to 0.93 mg/dl, it wasn't significant. Matrix metalloproteinase (MMP)-3 was decreased from 220.0 to 174.2 ng/ml significantly. Glutamate pyruvate transaminase (GPT) was increased from 19 to 35 U/l and number of leukocyte was decreased from 7832 to 6271 significantly. DAS28-CRP, CRP, and MMP-3 were improved significantly with MTX, although they weren't without MTX. Increase of GPT and leukopenia were seen significantly with MTX, although they weren't without MTX. Conclusions: It was reported that the risks of IP caused by LEF in Japanese RA patients were past IP history, loading dose administration and low BW. Addition of low-dose LEF is a potent safe alternative for the patients showing unsatisfactory response to current medicines, but need to pay attention for liver function and infection caused by leukopenia, especially with MTX. Disclosure statement: The authors have declared no conflicts of interes

Multiorgan MRI findings after hospitalisation with COVID-19 in the UK (C-MORE): a prospective, multicentre, observational cohort study

Introduction: The multiorgan impact of moderate to severe coronavirus infections in the post-acute phase is still poorly understood. We aimed to evaluate the excess burden of multiorgan abnormalities after hospitalisation with COVID-19, evaluate their determinants, and explore associations with patient-related outcome measures. Methods: In a prospective, UK-wide, multicentre MRI follow-up study (C-MORE), adults (aged ≥18 years) discharged from hospital following COVID-19 who were included in Tier 2 of the Post-hospitalisation COVID-19 study (PHOSP-COVID) and contemporary controls with no evidence of previous COVID-19 (SARS-CoV-2 nucleocapsid antibody negative) underwent multiorgan MRI (lungs, heart, brain, liver, and kidneys) with quantitative and qualitative assessment of images and clinical adjudication when relevant. Individuals with end-stage renal failure or contraindications to MRI were excluded. Participants also underwent detailed recording of symptoms, and physiological and biochemical tests. The primary outcome was the excess burden of multiorgan abnormalities (two or more organs) relative to controls, with further adjustments for potential confounders. The C-MORE study is ongoing and is registered with ClinicalTrials.gov, NCT04510025. Findings: Of 2710 participants in Tier 2 of PHOSP-COVID, 531 were recruited across 13 UK-wide C-MORE sites. After exclusions, 259 C-MORE patients (mean age 57 years [SD 12]; 158 [61%] male and 101 [39%] female) who were discharged from hospital with PCR-confirmed or clinically diagnosed COVID-19 between March 1, 2020, and Nov 1, 2021, and 52 non-COVID-19 controls from the community (mean age 49 years [SD 14]; 30 [58%] male and 22 [42%] female) were included in the analysis. Patients were assessed at a median of 5·0 months (IQR 4·2–6·3) after hospital discharge. Compared with non-COVID-19 controls, patients were older, living with more obesity, and had more comorbidities. Multiorgan abnormalities on MRI were more frequent in patients than in controls (157 [61%] of 259 vs 14 [27%] of 52; p<0·0001) and independently associated with COVID-19 status (odds ratio [OR] 2·9 [95% CI 1·5–5·8]; padjusted=0·0023) after adjusting for relevant confounders. Compared with controls, patients were more likely to have MRI evidence of lung abnormalities (p=0·0001; parenchymal abnormalities), brain abnormalities (p<0·0001; more white matter hyperintensities and regional brain volume reduction), and kidney abnormalities (p=0·014; lower medullary T1 and loss of corticomedullary differentiation), whereas cardiac and liver MRI abnormalities were similar between patients and controls. Patients with multiorgan abnormalities were older (difference in mean age 7 years [95% CI 4–10]; mean age of 59·8 years [SD 11·7] with multiorgan abnormalities vs mean age of 52·8 years [11·9] without multiorgan abnormalities; p<0·0001), more likely to have three or more comorbidities (OR 2·47 [1·32–4·82]; padjusted=0·0059), and more likely to have a more severe acute infection (acute CRP >5mg/L, OR 3·55 [1·23–11·88]; padjusted=0·025) than those without multiorgan abnormalities. Presence of lung MRI abnormalities was associated with a two-fold higher risk of chest tightness, and multiorgan MRI abnormalities were associated with severe and very severe persistent physical and mental health impairment (PHOSP-COVID symptom clusters) after hospitalisation. Interpretation: After hospitalisation for COVID-19, people are at risk of multiorgan abnormalities in the medium term. Our findings emphasise the need for proactive multidisciplinary care pathways, with the potential for imaging to guide surveillance frequency and therapeutic stratification

What a feeling! A multistage, multimethod Investigation of emotions and their antecedents in an Irish language MOOC

It has become widely accepted that emotions play a key role in the learning process. Therefore, understanding learners’ emotions in computer-assisted language learning (CALL) has become an important area of inquiry as the demand for these resources continues to increase. To date, however, research has focused almost exclusively on one emotion, anxiety. Consideration of a much broader range of both positive and negative emotion would provide a more holistic insight in to the online language learning experience, and thus warrants further investigation. This research, presents an investigation in to the emotional experiences of learners participating in an Irish language, massive open online course (MOOC). Language learning MOOCs (LMOOCs) such as this one constitute an emerging and relatively unexplored CALL environment that has much to gain from emotion research. Using Pekrun’s (2006) Control-Value Theory of Achievement Emotions as the guiding theoretical framework, this study seeks to answer the over-arching research question: What are the sources of learners’ emotions experienced during an LMOOC? The research design adopted to address this question was iterative in nature with findings from prior stages contributing to the methodological instruments and procedure used in the main study. An experience sampling method was adopted to collect self-report data pertaining to learners’ emotions and their cognitive appraisals during the main study. This approach facilitated in-the-moment emotion reports from participants following various task-types and tested the Control-Value Theory at an intra-individual level. This data was further enhanced by weekly emotion diaries, which delved deeper into the learners’ perspective. This multiple methods study finds that learners experience a range of both positive and negative emotions while learning the Irish language online. A multilevel analysis of the quantitative data confirms that the cognitive appraisals of perceived control and subjective value both directly and interactively predict learners’ emotions at an intra-individual level during the MOOC. Furthermore, there are significant relationships that exist between task types and learner emotions, a finding that is of particular relevance to learning design and pedagogical strategies. A thematic analysis of the qualitative data supports these quantitative findings but also highlights other appraisals that appear to be relevant to the elicitation of emotions during the LMOOC. Taken together, the findings of this study suggest that learning a language online is not just a cognitive process but also an emotional one and educators, learning designers and even the learners themselves need to consider this when engaging in such courses

These shoes are made for walking: sensitivity performance evaluation of commercial activity monitors under the expected conditions and circumstances required to achieve the international daily step goal of 10,000 steps

IntroductionPhysical activity is a vitally important part of a healthy lifestyle, and is of major benefit to both physical and mental health. A daily step count of 10,000 steps is recommended globally to achieve an appropriate level of physical activity. Accurate quantification of physical activity during conditions reflecting those needed to achieve the recommended daily step count of 10,000 steps is essential. As such, we aimed to assess four commercial activity monitors for their sensitivity/accuracy in a prescribed walking route that reflects a range of surfaces that would typically be used to achieve the recommended daily step count, in two types of footwear expected to be used throughout the day when aiming to achieve the recommended daily step count, and in a timeframe required to do so.MethodsFour commercial activity monitors were worn simultaneously by participants ( n = 15) during a prescribed walking route reflective of surfaces typically encountered while achieving the daily recommended 10,000 steps. Activity monitors tested were the Garmin Vivofit (TM), New Lifestyles' NL-2000 (TM) pedometer, Withings Smart Activity Monitor Tracker ( Pulse O-2)(TM), and Fitbit One (TM).ResultsAll activity monitors tested were accurate in their step detection over the variety of different surfaces tested (natural lawn grass, gravel, ceramic tile, tarmacadam/asphalt, linoleum), when wearing both running shoes and hard-soled dress shoes.ConclusionAll activity monitors tested were accurate in their step detection sensitivity and are valid monitors for physical activity quantification over the variety of different surfaces tested, when wearing both running shoes and hard-soled dress shoes, and over a timeframe necessary for accumulating the recommended daily step count of 10,000 steps. However, it is important to consider the accuracy of activity monitors, particularly when physical activity in the form of stepping activities is prescribed as an intervention in the treatment or prevention of a disease state.Sandra O’Connell is supported by the Irish Research Council grant number EPSPG/2012/504, under the Enterprise Partnership Scheme. The enterprise partner was the Galway Clinic, Doughiska, Co. Galway, Ireland.peer-reviewe