From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educational gaming

Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit. As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education

The potential role of Open Educational Practice Policy in transforming Australian Higher Education

Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies and documentation available as an attempt to provide a solid foundation for a call to action for OEP in Australia, which will hopefully be an instrument to assist and connect practitioners and policy makers in higher education

Educational Policy and Open Educational Practice in Australian Higher Education

Open Educational Policy has become increasingly the subject of government attention globally, primarily with a focus on reducing educational costs for tax payers. Parallel to, yet rarely convergent with, these initiatives is an espoused sector-wide commitment to broadening participation in higher education, especially for students of low socio-economic backgrounds. Criticism of both open education and social inclusion policy highlights a deficiency in both the metrics used by policy-makers and the maturity of conceptual understanding applied to both notions. This chapter explores the possibilities afforded to social inclusion in universities by open education, and the case for an integrated approach to educational policy that recognizes the impact of a multi-causal foundation on the broader educational ecosystem

University staff adoption of iPads: an empirical study using an extended Technology Acceptance Model

The adoption of iPads in the university sector has been widespread, with attention predominantly being directed to students’ adoption and use of iPads. However, there is a lack of empirical research which has critically examined the key factors influencing university staff adoption of iPads. The main objective of this research is to empirically examine key factors influencing adoption of iPads by university staff. An online survey was used to collect quantitative data to validate the measurement model and test hypothesised relationships in an extended TAM. The findings from the results of the data analyses show that university staff consider iPads to be easy to use and useful, with a high level of compatibility with their work. Social status had no influence on the attitude of university staff to using an iPad in their workplace. However, older university staff and/or university staff with no previous experience in using a similar technology such as an iPhone or smartphone found iPads less easy to use. Furthermore, a lack of formal university ICT support for end-users impacted negatively on the use of iPads by university staff. This research contributes to theory by validating and establishing support for an extended TAM which is contextualized for iPad adoption by university staff. This model has practical application because it is generalisable for a range of mobile computing devices and can be used to evaluate the adoption and use of mobile computing devices in a range of industries beyond the university sector

Open educational practices in Australia: a first-phase national audit of higher education

For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts. This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools/platforms, professional development and support, collaboration/partnerships, and funding. Initial findings suggest that the experience of OEP across the sector is diverse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide. This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.</p

Educational policy and open educational practice in Australian higher education

Open Educational Policy has become increasingly the subject of government attention globally, primarily with a focus on reducing educational costs for tax payers. Parallel to, yet rarely convergent with, these initiatives is an espoused sector-wide commitment to broadening participation in higher education, especially for students of low socio-economic backgrounds. Criticism of both open education and social inclusion policy highlights a deficiency in both the metrics used by policy-makers and the maturity of conceptual understanding applied to both notions. This chapter explores the possibilities afforded to social inclusion in universities by open education, and the case for an integrated approach to educational policy that recognizes the impact of a multi-causal foundation on the broader educational ecosystem

Developing low-barrier courses using open textbooks: a University of Southern Queensland case study

Open Educational Resources (OER) have continued to gain significant global traction over the last decade, with research claiming the transformative power of these resources for broadening access and participation in Higher Education and driving new pedagogical approaches. In 2015, the University of Southern Queensland funded four open textbook grants as a pilot project that aimed to not only provide students with free and open learning materials, but also purposefully support staff as open practitioners. As part of an institutional commitment to open education, this project actively sought recommendations and strategies from the grant participants to mainstream the creation, use, and reuse of openly-licenced resources within holistic course design to support critical 21st century literacies. A community of inquiry model was used as the mechanism to support a discovery approach to the creation of open materials and qualitative participant data was gathered at key milestones during the grant through semi-structured interviews

Engaging with open educational practices: Mapping the landscape in Australian higher education

For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action.Implications for practice or policy:• University policymakers should enact institutional open education policy to signal support and provide clarity. • Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation. • OEP advocates need to address the root problem of sector-wide lack of awareness. • Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP

Processing and turnover of the Hedgehog protein in the endoplasmic reticulum

Autocatalytic processing of the Hedgehog ligand from its precursor protein relies on protein disulfide isomerase and ER-associated degradation

Crowding Alone Cannot Account for Cosolute Effect on Amyloid Aggregation

Amyloid fiber formation is a specific form of protein aggregation, often resulting from the misfolding of native proteins. Aimed at modeling the crowded environment of the cell, recent experiments showed a reduction in fibrillation halftimes for amyloid-forming peptides in the presence of cosolutes that are preferentially excluded from proteins and peptides. The effect of excluded cosolutes has previously been attributed to the large volume excluded by such inert cellular solutes, sometimes termed “macromolecular crowding”. Here, we studied a model peptide that can fold to a stable monomeric β-hairpin conformation, but under certain solution conditions aggregates in the form of amyloid fibrils. Using Circular Dichroism spectroscopy (CD), we found that, in the presence of polyols and polyethylene glycols acting as excluded cosolutes, the monomeric β-hairpin conformation was stabilized with respect to the unfolded state. Stabilization free energy was linear with cosolute concentration, and grew with molecular volume, as would also be predicted by crowding models. After initiating the aggregation process with a pH jump, fibrillation in the presence and absence of cosolutes was followed by ThT fluorescence, transmission electron microscopy, and CD spectroscopy. Polyols (glycerol and sorbitol) increased the lag time for fibril formation and elevated the amount of aggregated peptide at equilibrium, in a cosolute size and concentration dependent manner. However, fibrillation rates remained almost unaffected by a wide range of molecular weights of soluble polyethylene glycols. Our results highlight the importance of other forces beyond the excluded volume interactions responsible for crowding that may contribute to the cosolute effects acting on amyloid formation