Immersive learning research from the perspective of its researchers and practitioners: questionnaire validation and early results from a survey on a conceptual framework for the field

Immersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and depth of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results point towards overwhelming agreement from the community on the premise that the field of immersive learning research is muddled/fragmented, the current knowledge partially disjointed, specifically among different disciplines (Q3), due to its interdisciplinary nature. There are also strong indications supporting the premise that researchers active in the field of immersive learning research desire to combine their efforts with others.info:eu-repo/semantics/publishedVersio

Towards an immersive learning knowledge tree: a conceptual framework for mapping knowledge and tools in the field

iLRN 2021. Online and in Virtual Reality (17 May - 10 June, 2021)The interdisciplinary field of immersive learning research is scattered. Combining efforts for better exploration of this field from the different disciplines requires researchers to communicate and coordinate effectively. We call upon the community of immersive learning researchers for planting the Knowledge Tree of Immersive Learning Research, a proposal for a systematization effort for this field, combining both scholarly and practical knowledge, cultivating a robust and ever-growing knowledge base and methodological toolbox for immersive learning. This endeavor aims at promoting evidence-informed practice and guiding future research in the field. This paper contributes with the rationale for three objectives: 1) Developing common scientific terminology amidst the community of researchers; 2) Cultivating a common understanding of methodology, and 3) Advancing common use of theoretical approaches, frameworks, and models.info:eu-repo/semantics/publishedVersio

Learning to program using immersive approaches: A case study learning SAS®, IBM Bluemix and Watson Analytics

Learning to program is an activity which needs the learner to develop a range of new skills. Traditionally, this has been achieved in Universities by a presenting a series of structured lectures and tutorials covering the syntax and grammar of the language. This approach often leads to disengagement by many of the weaker students. It is becoming clear that this may not be the most effective approach in the twenty first century as a result of the continuous development of software packages which leads to the need to continually revise the teaching materials. In addition, modern millennial students demand engaging modes of learning that al-so prepare them for employment. This paper evaluates an approach which pro-vides a directed, immersive learning approach that mirrors the real world of em-ployment, develops both the requisite technical skills together with the fundamen-tal soft skills necessary for employment and prepares the students for lifelong learning and development and maintenance of new skills and languages. It also provides an intensely engaging environment that allows students to demonstrate the wide range of technical and soft skills that are necessary for a successful ca-reer. This approach also leads to high levels of achievement from the students and reduces stress levels in the academics leading the courses. The approach should be applicable to most STEM subjects which require the use of specialist software packages

Workshop, Long and Short Paper, and Poster Proceedings from the Fourth Immersive Learning Research Network Conference (iLRN 2018 Montana), 2018.

ILRN 2018 - Conferência internacional realizada em Montana de 24-29 de june de 2018.Workshop, short paper, and long paper proceedingsinfo:eu-repo/semantics/publishedVersio

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)