An open learner model for trainee pilots

This paper investigates the potential for simple open learner models for highly motivated, independent learners, using the example of trainee pilots. In particular we consider whether such users access their learner model to help them identify their current knowledge level, areas of difficulty and specific misconceptions, to help them plan their immediate learning activities; and whether they find a longer‐term planning aid useful. The Flight Club open learner model was deployed in a UK flight school over four weeks. Results suggest that motivated users such as trainee pilots will use a system with a simple open learner model, and are interested in consulting their learner model information both to facilitate planning over time, and to understand their current knowledge state. We discuss the extent to which our findings may be relevant to learners in other contexts

Theoretical perspectives on mobile language learning diaries and noticing for learners,teachers and researchers

This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i) support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii) help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii) facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners

Belief Exploration in a Multiple-Media Open Learner Model for Basic Harmony

Abstract. This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and make use of the open learner model, and show individual preferences for media format in which to view their beliefs. Participants mostly explored incorrect knowledge even though more correct knowledge was present in the model, and made greater use of the views specific to the music domain (music notation, audio) when their model showed “incorrect knowledge”. Results indicate the potential to include multi-media information in open learner models in appropriate domains

Theory-based support for mobile language learning: noticing and recording

This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i) support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii) help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii) facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners

What constitutes equitable data sharing in global health research? A scoping review of the literature on low-income and middle-income country stakeholders' perspectives

Introduction Despite growing consensus on the need for equitable data sharing, there has been very limited discussion about what this should entail in practice. As a matter of procedural fairness and epistemic justice, the perspectives of low-income and middle-income country (LMIC) stakeholders must inform concepts of equitable health research data sharing. This paper investigates published perspectives in relation to how equitable data sharing in global health research should be understood. Methods We undertook a scoping review (2015 onwards) of the literature on LMIC stakeholders’ experiences and perspectives of data sharing in global health research and thematically analysed the 26 articles included in the review. Results We report LMIC stakeholders’ published views on how current data sharing mandates may exacerbate inequities, what structural changes are required in order to create an environment conducive to equitable data sharing and what should comprise equitable data sharing in global health research. Conclusions In light of our findings, we conclude that data sharing under existing mandates to share data (with minimal restrictions) risks perpetuating a neocolonial dynamic. To achieve equitable data sharing, adopting best practices in data sharing is necessary but insufficient. Structural inequalities in global health research must also be addressed. It is thus imperative that the structural changes needed to ensure equitable data sharing are incorporated into the broader dialogue on global health research

Impact of social stigma on the process of obtaining informed consent for genetic research on podoconiosis: a qualitative study

Background The consent process for a genetic study is challenging when the research is conducted in a group stigmatized because of beliefs that the disease is familial. Podoconiosis, also known as 'mossy foot', is an example of such a disease. It is a condition resulting in swelling of the lower legs among people exposed to red clay soil. It is a very stigmatizing problem in endemic areas of Ethiopia because of the widely held opinion that the disease runs in families and is untreatable. The aim of this study was to explore the impact of social stigma on the process of obtaining consent for a study on the genetics of podoconiosis in Southern Ethiopia. Methods We adapted a rapid assessment tool validated in The Gambia. The methodology was qualitative involving focus-group discussions (n = 4) and in-depth interviews (n = 25) with community members, fieldworkers, researchers and staff of the Mossy Foot Treatment and Prevention Association (MFTPA) working on prevention and treatment of podoconiosis. Results We found that patients were afraid of participation in a genetic study for fear the study might aggravate stigmatization by publicizing the familial nature of the disease. The MFTPA was also concerned that discussion about the familial nature of podoconiosis would disappoint patients and would threaten the trust they have in the organization. In addition, participants of the rapid assessment stressed that the genetic study should be approved at family level before prospective participants are approached for consent. Based on this feedback, we developed and implemented a consent process involving community consensus and education of fieldworkers, community members and health workers. In addition, we utilized the experience and established trust of the MFTPA to diminish the perceived risk. Conclusion The study showed that the consent process developed based on issues highlighted in the rapid assessment facilitated recruitment of participants and increased their confidence that the genetic research would not fuel stigma. Therefore, investigators must seek to assess and address risks of research from prospective participants' perspectives. This involves understanding the issues in the society, the culture, community dialogues and developing a consent process that takes all these into consideration