Dog filters & flower crowns: Using Snapchat as a Pedagogical Tool in Higher Education

Academics overwhelmingly value social media as a tool for enhancing student learning (Moran et al, 2011). Generally, academics use information technologies and social media to engage with students in a top-down fashion i.e. it is the norm to use whatever the learning technologists deem appropriate (Liu, 2010). Snapchat is a social networking platform that is reserved for communicating with close relationships and, unlike Twitter, is generally not a method for communicating with strangers (Vaterlaus et al, 2016). Thus, any effective use of Snapchat within a learning environment must finely balance engaging with students on social media to facilitate their learning on one hand, and invading their private space on the other (Woodley & Meredith, 2012). After all, the main reason that students use social media is for social engagement, not classroom engagement (Liu, 2010).In this paper, we discuss the use of Snapchat as a learning tool, our own experiences of using this platform to engage students from two very different academic disciplines – Festival Management and Prosthetics and Orthotics, using this platform to enhance student learning and engagement in different ways. From creating ‘stories’ that help package concepts and theories to make them more accessible; to curating learning and observations from field trips; in addition to creation of learning resources, discussion groups; the possibilities of Snapchat usage within the learning environment are endless.This paper sets out to provide participants with practical advice on how to use Snapchat within the learning environment. We encourage teachers in higher education to think about how they can creatively use the app to make learning more accessible. Ultimately, Snapchat is a playful app, and the facilitation of playful learning can help promote creativity, engagement and academic achievement among students (Kangas, 2010)

Students’ Perceptions of Choice-based Assessment

The traditional teacher-centered approach to assessment places teachers in total control of what, how, and when students’ learning is assessed. Alternatively, choice-based assessment is a learner-centered approach to assessment that allows students to choose, to some extent, what, how, and/or when their learning is assessed. A case study was designed to expose undergraduate students to a choice-based assessment strategy and subsequently measure the extent to which they agreed, or disagreed, that the strategy influenced their level of engagement and satisfaction with their learning. Students voluntarily shared their perceptions over two survey cycles (n=22 in spring 2017 and n=36 in fall 2017) with an overall response rate of 84 percent. Results clearly demonstrate that most students expressed strong support for this choice-based assessment strategy; it enabled them focus on their strengths and interests, it influenced their level of engagement, it made them feel more responsible for their learning, and it made them feel empowered. However, choice was not motivating for all students; a few students expressed concerns over the potential for procrastination, a lack of experience with choice, and/or too many choices, which were more likely symptoms of the strategy’s design rather than choice-based assessment. Overall, this case study clearly demonstrated that students were highly receptive to having a choice in what, how, and when their learning is assessed, which provides further evidence of the untapped potential for choice-based assessment strategies to foster student engagement, improve student satisfaction, and empower students to actively participate in their learning

Measuring area-level disadvantage in Australia : Development of a locally sensitive indicator

Background In Australia, the Socio-Economic Indexes for Areas (SEIFA), which includes the Index of Relative Socioeconomic Disadvantage (IRSD), captures the socioeconomic characteristics of areas. Because SEIFA rankings are relative to the country or state, the decile categorisations may not reflect an area’s socioeconomic standing relative to areas nearby. Aims The aim of the research was to explore whether IRSD rankings could be re-ranked to become locally sensitive. Data and methods Using existing SEIFA data to redistribute the membership of current decile IRSD groups, we tested three methods to re-rank all SA1 areas relative to the nearest areas capped at: (1) the nearest 99 neighbours, (2) a population threshold of 50,000 (3) a distance threshold of 10 km. Results The reclassification of SEIFA IRSD deciles was largest (up to 8 decile points of change) when comparing the nearest neighbour and population threshold local methods to current state-based rankings. Moreover, compared to using current national and state SEIFA IRSD rankings, the use of local rankings resulted in more evenly distributed deciles between cities, regional, and remote areas. Conclusions Because SEIFA IRSD rankings are used to allocate resources and health services, we encourage the combined use of a state and local ranking to refine areas considered the most disadvantaged

Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives

The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors

A gene signature for post-infectious chronic fatigue syndrome

Background: At present, there are no clinically reliable disease markers for chronic fatigue syndrome. DNA chip microarray technology provides a method for examining the differential expression of mRNA from a large number of genes. Our hypothesis was that a gene expression signature, generated by microarray assays, could help identify genes which are dysregulated in patients with post-infectious CFS and so help identify biomarkers for the condition. Methods: Human genome-wide Affymetrix GeneChip arrays (39,000 transcripts derived from 33,000 gene sequences) were used to compare the levels of gene expression in the peripheral blood mononuclear cells of male patients with post-infectious chronic fatigue (n = 8) and male healthy control subjects (n = 7). Results: Patients and healthy subjects differed significantly in the level of expression of 366 genes. Analysis of the differentially expressed genes indicated functional implications in immune modulation, oxidative stress and apoptosis. Prototype biomarkers were identified on the basis of differential levels of gene expression and possible biological significance Conclusion: Differential expression of key genes identified in this study offer an insight into the possible mechanism of chronic fatigue following infection. The representative biomarkers identified in this research appear promising as potential biomarkers for diagnosis and treatment

Erratum to:Effects of a physical activity and nutrition program in retirement villages: a cluster randomised controlled trial

Abstract Background This cluster randomised controlled trial aimed to determine if a 6- month home-based intervention could improve the physical activity and dietary behaviours of adults aged 60 to 80 years living in retirement villages located in Perth, Western Australia. Methods Participants (n = 363) from 38 retirement villages were recruited into the trial and allocated to the intervention (n = 197: 17 sites) or control (n = 166: 21 sites) group and were blinded. Previously validated instruments-Fat and Fibre Barometer and International Physical Activity Questionnaire, along with anthropometric measures (weight, height, waist and hip circumferences) and blood pressure were collected at baseline and 6 -month time period. Comparisons between intervention and control groups were undertaken pre- and post- intervention using univariate chi-square and t-tests. Multi-level mixed regression analyses were then conducted to ascertain the effects of the intervention on changes in the outcome variables over time and between groups. Results A total of 139 (70.5%) intervention and 141 (84.9%) control group participants completed the program and post-test assessments. The intervention group demonstrated significant increases in time (80 min more per week on average) devoted to moderate-intensity physical activity, engagement in strength exercises (from 23.7% to 48.2%), frequency of fruit consumed as well as fat avoidance and fibre intake scores, in addition to a 0.5 kg mean reduction in weight post program, whereas no apparent changes were observed in the control group. Mixed regression results further confirmed statistically significant improvements in weight loss (p < 0.05), engagement in strength exercises (p < 0.001) and fruit intake (p = 0.012) by the intervention participants at post-test relative to their controls. Conclusions Retirement offers a time to reassess lifestyle, and adopt positive health enhancing physical activity and dietary behaviours. This intervention was successful in improving weight, engagement in strength exercises, increasing levels of moderate-intensity physical activity and consumption of fruit among retirement village residents. Further investigation is needed on how to better engage retirement village managers in such programs. Trial registration Australia and New Zealand Clinical Trial Registry (ACTRN12612001168842) registered November 2, 2012

Absence of xenotropic murine leukaemia virus-related virus in UK patients with chronic fatigue syndrome.

BACKGROUND: Detection of a retrovirus, xenotropic murine leukaemia virus-related virus (XMRV), has recently been reported in 67% of patients with chronic fatigue syndrome. We have studied a total of 170 samples from chronic fatigue syndrome patients from two UK cohorts and 395 controls for evidence of XMRV infection by looking either for the presence of viral nucleic acids using quantitative PCR (limit of detection <16 viral copies) or for the presence of serological responses using a virus neutralisation assay. RESULTS: We have not identified XMRV DNA in any samples by PCR (0/299). Some serum samples showed XMRV neutralising activity (26/565) but only one of these positive sera came from a CFS patient. Most of the positive sera were also able to neutralise MLV particles pseudotyped with envelope proteins from other viruses, including vesicular stomatitis virus, indicating significant cross-reactivity in serological responses. Four positive samples were specific for XMRV. CONCLUSIONS: No association between XMRV infection and CFS was observed in the samples tested, either by PCR or serological methodologies. The non-specific neutralisation observed in multiple serum samples suggests that it is unlikely that these responses were elicited by XMRV and highlights the danger of over-estimating XMRV frequency based on serological assays. In spite of this, we believe that the detection of neutralising activity that did not inhibit VSV-G pseudotyped MLV in at least four human serum samples indicates that XMRV infection may occur in the general population, although with currently uncertain outcomes