Co-design of augmented reality book for collaborative learning experience in primary education

Through co-design of Augmented Reality (AR) based teaching material, this research aims to enhance collaborative learning experience in primary school education. It will introduce an interactive AR Book based on primary school textbook using tablets as the real time interface. The development of this AR Book employs co-design methods to involve children, teachers, educators and HCI experts from the early stages of the design process. Research insights from the co-design phase will be implemented in the AR Book design. The final outcome of the AR Book will be evaluated in the classroom to explore its effect on the collaborative experience of primary school students. The research aims to answer the question - Can Augmented Books be designed for primary school students in order to support collaboration? This main research question is divided into two sub-questions as follows - How can co-design methods be applied in designing Augmented Book with and for primary school children? And what is the effect of the proposed Augmented Book on primary school students' collaboration? This research will not only present a practical application of co-designing AR Book for and with primary school children, it will also clarify the benefit of AR for education in terms of collaborative experience

Co-designing with children a collaborative augmented reality book based on a primary school textbook

Augmented Reality (AR) has been proven to support collaboration when used in different contexts. AR Books have been developed for children in different contexts including entertainment and education. However, the involvement of children in designing AR Books based on the actual school textbooks has not been covered previously. This paper presents co-design process of involving primary school children in the design and evaluation of an AR textbook for collaborative learning experience. Using cooperative inquiry techniques as an appropriate method of co-design with children, this paper proposes the key design features that can be integrated in the school textbook for a collaborative AR textbook

A National Spinal Muscular Atrophy Registry for Real-World Evidence.

BACKGROUND: Spinal muscular atrophy (SMA) is a devastating rare disease that affects individuals regardless of ethnicity, gender, and age. The first-approved disease-modifying therapy for SMA, nusinursen, was approved by Health Canada, as well as by American and European regulatory agencies following positive clinical trial outcomes. The trials were conducted in a narrow pediatric population defined by age, severity, and genotype. Broad approval of therapy necessitates close follow-up of potential rare adverse events and effectiveness in the larger real-world population. METHODS: The Canadian Neuromuscular Disease Registry (CNDR) undertook an iterative multi-stakeholder process to expand the existing SMA dataset to capture items relevant to patient outcomes in a post-marketing environment. The CNDR SMA expanded registry is a longitudinal, prospective, observational study of patients with SMA in Canada designed to evaluate the safety and effectiveness of novel therapies and provide practical information unattainable in trials. RESULTS: The consensus expanded dataset includes items that address therapy effectiveness and safety and is collected in a multicenter, prospective, observational study, including SMA patients regardless of therapeutic status. The expanded dataset is aligned with global datasets to facilitate collaboration. Additionally, consensus dataset development aimed to standardize appropriate outcome measures across the network and broader Canadian community. Prospective outcome studies, data use, and analyses are independent of the funding partner. CONCLUSION: Prospective outcome data collected will provide results on safety and effectiveness in a post-therapy approval era. These data are essential to inform improvements in care and access to therapy for all SMA patients

The European Code of Cancer Practice

There are considerable disparities between the quality of cancer care and clinical outcomes for cancer patients in different European countries, regions, hospitals and communities. These have persisted despite the introduction of many European and National Cancer Plans, an extensive portfolio of clinical guidelines and the existence of evidence based guidelines for the good practice in planning cancer healthcare systems. We describe the European Code of Cancer Practice which is a citizen and patient-centred accessible widely disseminated statement of the core requirements for good clinical cancer practice. The Code sets out 10 key overarching Rights of what a patient should expect from their healthcare system each supported by a plain language explanation. The Rights highlight the importance of equal access to affordable and optimal cancer care, good quality information about an individual patient’s disease and treatment and about the quality and outcomes of the cancer service they will use. Specialised multidisciplinary cancer care teams, shared decision-making, research and innovation, a focus on quality of life, the integration of supportive and palliative care within oncology are all emphasised. There is a need for a systematic approach to supporting cancer survivors with a survivorship care plan including their rehabilitation, reintegration into society and return to work where appropriate without discrimination. The Code has been co-produced by a team of cancer patients, patient advocates and cancer professionals to bridge the gap between clinical guidelines, healthcare policies and patients’ everyday experience. It is robustly evidence-based and supported by a comprehensive review of the medical literature and evidence for good clinical practice. The Code is strongly endorsed by Europe’s professional and patient cancer organisations and the European Commission

A genetically humanized mouse model for hepatitis C virus infection

Hepatitis C virus (HCV) remains a major medical problem. Antiviral treatment is only partially effective and a vaccine does not exist. Development of more effective therapies has been hampered by the lack of a suitable small animal model. Although xenotransplantation of immunodeficient mice with human hepatocytes has shown promise, these models are subject to important challenges. Building on the previous observation that CD81 and occludin comprise the minimal human factors required to render mouse cells permissive to HCV entry in vitro, we attempted murine humanization via a genetic approach. Here we show that expression of two human genes is sufficient to allow HCV infection of fully immunocompetent inbred mice. We establish a precedent for applying mouse genetics to dissect viral entry and validate the role of scavenger receptor type B class I for HCV uptake. We demonstrate that HCV can be blocked by passive immunization, as well as showing that a recombinant vaccinia virus vector induces humoral immunity and confers partial protection against heterologous challenge. This system recapitulates a portion of the HCV life cycle in an immunocompetent rodent for the first time, opening opportunities for studying viral pathogenesis and immunity and comprising an effective platform for testing HCV entry inhibitors in vivo

Co-design of augmented reality book for collaborative learning experience in primary education

Through co-design of Augmented Reality (AR) based teaching material, this research aims to enhance collaborative learning experience in primary school education. It will introduce an interactive AR Book based on primary school textbook using tablets as the real time interface. The development of this AR Book employs co-design methods to involve children, teachers, educators and HCI experts from the early stages of the design process. Research insights from the co-design phase will be implemented in the AR Book design. The final outcome of the AR Book will be evaluated in the classroom to explore its effect on the collaborative experience of primary school students. The research aims to answer the question - Can Augmented Books be designed for primary school students in order to support collaboration? This main research question is divided into two sub-questions as follows - How can co-design methods be applied in designing Augmented Book with and for primary school children? And what is the effect of the proposed Augmented Book on primary school students' collaboration? This research will not only present a practical application of co-designing AR Book for and with primary school children, it will also clarify the benefit of AR for education in terms of collaborative experience

What on earth is service design?

Invited keynote lecture to research staff and students at Hubei University of Technology in Wuhan, Peoples Republic of Chin