Understanding the Impact of Technology: Learner and School Level Factors

The first part of this report focuses on the factors impacting on learner performance in national tests at primary and secondary level. This was the central research question of this research. The second section focuses on teacher and learner perceptions of their own responses to learning and the learning environment. This was centred on, but not confined to, their school. The institutional structures record the level of development of the schools sampled here and investigate the use of two key technologies – interactive whiteboards and learning platform

Impact 2007: Personalising Learning with Technology

The Impact 2007: Personalising Learning with Technology project was commissioned by the British Educational Communications and Technology Agency (Becta). This report presents the findings from Impact 2007: Phases One and Two. The findings are based on both quantitative and qualitative data collected from the 67 Impact 2007 schools. All of the schools contributed to the teacher and pupil online surveys. This provided 450 teacher and more than 1,300 primary and 2,000 secondary pupil questionnaire responses being available for analysis. In addition, senior managers and ICT co-ordinators were interviewed from 30 schools and 24 case study schools provided illuminative data from observations and researcher/teacher discussions. Quantitative analyses of the data included the use of cluster and factor analysis, analysis of variance and regression, and also multilevel modelling in orde

Should there be a future for Tablet PCs in schools?

Tablet PCs are a relatively new format of computer, which seem to offer features which may be beneficial to schools. The uptake of Tablet PCs by schools has been somewhat limited, not least due to their greater cost than laptops of a 'similar' specification. This paper explores the key question of the extent to which schools should be investing in Tablet PCs, if at all, in preference to other formats of fully functional PCs, drawing on evidence from a Becta funded evaluation of the use of Tablet PCs in schools in England conducted in 2004-2005. The Computer Practice Framework was used to develop a set of questions which helped structure a meta-analysis of the data from 12 case studies that formed part of this evaluation. The methodology used and some limitations of the evaluation are outlined, and the key findings are described. The paper concludes that Tablet PCs do appear to offer significant potential to schools, though this potential was not being fully realised in most of the case study schools. A number of specific circumstances in which Tablet PCs do appear to be the most cost effective option are also identified

A longitudinal observational study of home-based conversations for detecting early dementia:protocol for the CUBOId TV task

INTRODUCTION: Limitations in effective dementia therapies mean that early diagnosis and monitoring are critical for disease management, but current clinical tools are impractical and/or unreliable, and disregard short-term symptom variability. Behavioural biomarkers of cognitive decline, such as speech, sleep and activity patterns, can manifest prodromal pathological changes. They can be continuously measured at home with smart sensing technologies, and permit leveraging of interpersonal interactions for optimising diagnostic and prognostic performance. Here we describe the ContinUous behavioural Biomarkers Of cognitive Impairment (CUBOId) study, which explores the feasibility of multimodal data fusion for in-home monitoring of mild cognitive impairment (MCI) and early Alzheimer’s disease (AD). The report focuses on a subset of CUBOId participants who perform a novel speech task, the ‘TV task’, designed to track changes in ecologically valid conversations with disease progression. METHODS AND ANALYSIS: CUBOId is a longitudinal observational study. Participants have diagnoses of MCI or AD, and controls are their live-in partners with no such diagnosis. Multimodal activity data were passively acquired from wearables and in-home fixed sensors over timespans of 8–25 months. At two time points participants completed the TV task over 5 days by recording audio of their conversations as they watched a favourite TV programme, with further testing to be completed after removal of the sensor installations. Behavioural testing is supported by neuropsychological assessment for deriving ground truths on cognitive status. Deep learning will be used to generate fused multimodal activity-speech embeddings for optimisation of diagnostic and predictive performance from speech alone. ETHICS AND DISSEMINATION: CUBOId was approved by an NHS Research Ethics Committee (Wales REC; ref: 18/WA/0158) and is sponsored by University of Bristol. It is supported by the National Institute for Health Research Clinical Research Network West of England. Results will be reported at conferences and in peer-reviewed scientific journals

The impact of broadband in schools: Summary report

Summary of the report, which reviews evidence for the impact of broadband in English schools, exploring; variations in provision in level of broadband connectivity. Links between the level of broadband activity and nationally accessible performance data; aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; academic and motivational benefits associated with educational uses of this technology

Personalising Learning

This report presents the findings of the Personalising Learning project, which was commissioned by Becta. The core aim of the project is to develop a robust model of the effective use of digital technologies for the personalising of learning. Personalising learning in this context involves the tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners irrespective of ability, culture or social status in order to nurture the unique talents of every pupil. Section 2 of this report outlines the background and aims of this research project. Section 3 traces the development of the model and the accompanying learning equation. The key concept encapsulated in this model is that of overlapping action spaces, school, teaching, personal and living spaces, in which learning occurs. These spaces are populated by the key educational stakeholders: learners, their teachers, their family and peers. In each of these spaces a range of digital technologies is available to support the learner. Section 4 is a validation of the model using evidence from field research

An explanatory randomised controlled trial of a nurse-led, consultation-based intervention to support patients with adherence to taking glucose lowering medication for type 2 diabetes.

BACKGROUND: Failure to take medication reduces the effectiveness of treatment leading to increased morbidity and mortality. We evaluated the efficacy of a consultation-based intervention to support objectively-assessed adherence to oral glucose lowering medication (OGLM) compared to usual care among people with type 2 diabetes. METHODS: This was a parallel group randomised trial in adult patients with type 2 diabetes and HbA1c ≥ 7.5% (58 mmol/mol), prescribed at least one OGLM. Participants were allocated to a clinic nurse delivered, innovative consultation-based intervention to strengthen patient motivation to take OGLM regularly and support medicine taking through action-plans, or to usual care. The primary outcome was the percentage of days on which the prescribed dose of medication was taken, measured objectively over 12 weeks with an electronic medication-monitoring device (TrackCap, Aardex, Switzerland). The primary analysis was intention-to-treat. RESULTS: 211 patients were randomised between July 1, 2006 and November 30, 2008 in 13 British general practices (primary care clinics). Primary outcome data were available for 194 participants (91.9%). Mean (sd) percentage of adherent days was 77.4% (26.3) in the intervention group and 69.0% (30.8) in standard care (mean difference between groups 8.4%, 95% confidence interval 0.2% to 16.7%, p = 0.044). There was no significant adverse impact on functional status or treatment satisfaction. CONCLUSIONS: This well-specified, theory based intervention delivered in a single session of 30 min in primary care increased objectively measured medication adherence, with no adverse effect on treatment satisfaction. These findings justify a definitive trial of this approach to improving medication adherence over a longer period of time, with clinical and cost-effectiveness outcomes to inform clinical practice.RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are

HIV-1 capsid is involved in post-nuclear entry steps

BACKGROUND: HIV-1 capsid influences viral uncoating and nuclear import. Some capsid is detected in the nucleus but it is unclear if it has any function. We reported that the antibiotic Coumermycin-A1 (C-A1) inhibits HIV-1 integration and that a capsid mutation confers resistance to C-A1, suggesting that capsid might affect post-nuclear entry steps. RESULTS: Here we report that C-A1 inhibits HIV-1 integration in a capsid-dependent way. Using molecular docking, we identify an extended binding pocket delimited by two adjacent capsid monomers where C-A1 is predicted to bind. Isothermal titration calorimetry confirmed that C-A1 binds to hexameric capsid. Cyclosporine washout assays in Jurkat CD4+ T cells expressing engineered human TRIMCyp showed that C-A1 causes faster and greater escape from TRIMCyp restriction. Sub-cellular fractionation showed that small amounts of capsid accumulated in the nuclei of infected cells and C-A1 reduced the nuclear capsid. A105S and N74D capsid mutant viruses did not accumulate capsid in the nucleus, irrespective of C-A1 treatment. Depletion of Nup153, a nucleoporin located at the nuclear side of the nuclear pore that binds to HIV-1 capsid, made the virus less susceptible to TRIMCyp restriction, suggesting that Nup153 may help maintain some integrity of the viral core in the nucleus. Furthermore C-A1 increased binding of CPSF6, a nuclear protein, to capsid. CONCLUSIONS: Our results indicate that capsid is involved in post-nuclear entry steps preceding integration