bluuebunny/crossref_metadata_2025 huggingface dataset:
Chitinase-3-like-1: a multifaceted player in neuroinflammation and degenerative pathologies with therapeutic implications
Authors: Mwale Pharaoh Fellow , Hsieh Cheng-Ta , Yen Ting-Lin , Jan Jing-Shiun , Taliyan Rajeev , Yang Chih-Hao , Yang Wen-Bin
Published: January 2025

Chitinase-3-like-1 (CHI3L1) is an evolutionarily conserved protein involved in key biological processes, including tissue remodeling, angiogenesis, and neuroinflammation. It has emerged as a significant player in various neurodegenerative diseases and brain disorders. Elevated CHI3L1 levels have been observed in neurological conditions such as traumatic brain injury (TBI), Alzheimer’s disease (AD), Parkinson’s disease (PD), Amyotrophic lateral sclerosis (ALS), Creutzfeldt-Jakob disease (CJD), multiple sclerosis (MS), Neuromyelitis optica (NMO), HIV-associated dementia (HAD), Cerebral ischemic stroke (CIS), and brain tumors. This review explores the role of CHI3L1 in the pathogenesis of these disorders, with a focus on its contributions to neuroinflammation, immune cell infiltration, and neuronal degeneration. As a key regulator of neuroinflammation, CHI3L1 modulates microglia and astrocyte activity, driving the release of proinflammatory cytokines that exacerbate disease progression. In addition to its role in disease pathology, CHI3L1 has emerged as a promising biomarker for the diagnosis and monitoring of brain disorders. Elevated cerebrospinal fluid (CSF) levels of CHI3L1 have been linked to disease severity and cognitive decline, particularly in AD and MS, highlighting its potential for clinical diagnostics. Furthermore, therapeutic strategies targeting CHI3L1, such as small-molecule inhibitors and neutralizing antibodies, have shown promise in preclinical studies, demonstrating reduced neuroinflammation, amyloid plaque accumulation, and improved neuronal survival. Despite its therapeutic potential, challenges remain in developing selective and safe CHI3L1-targeted therapies, particularly in ensuring effective delivery across the blood–brain barrier and mitigating off-target effects. This review addresses the complexities of targeting CHI3L1, highlights its potential in precision medicine, and outlines future research directions aimed at unlocking its full therapeutic potential in treating neurodegenerative diseases and brain pathologies.
Discovering non-associated pressure-sensitive plasticity models with EUCLID
Authors: Xu Haotian , Flaschel Moritz , De Lorenzis Laura
Published: January 2025

We extend (EUCLID Efficient Unsupervised Constitutive Law Identification and Discovery)—a data-driven framework for automated material model discovery—to pressure-sensitive plasticity models, encompassing arbitrarily shaped yield surfaces with convexity constraints and non-associated flow rules. The method only requires full-field displacement and boundary force data from one single experiment and delivers constitutive laws as interpretable mathematical expressions. We construct a material model library for pressure-sensitive plasticity models with non-associated flow rules in four steps: (1) a Fourier series describes an arbitrary yield surface shape in the deviatoric stress plane; (2) a pressure-sensitive term in the yield function defines the shape of the shear failure surface and determines plastic deformation under tension; (3) a compression cap term determines plastic deformation under compression; (4) a non-associated flow rule may be adopted to avoid the excessive dilatancy induced by plastic deformations. In contrast to traditional parameter identification methods, EUCLID is equipped with a sparsity promoting regularization to restrain the number of model parameters (and thus modeling features) to the minimum needed to accurately interpret the data, thus achieving a compromise between model simplicity and accuracy. The convexity of the learned yield surface is guaranteed by a set of constraints in the inverse optimization problem. We demonstrate the proposed approach in multiple numerical experiments with noisy data, and show the ability of EUCLID to accurately select a suitable material model from the starting library.
Maraviroc/cisplatin combination inhibits gastric cancer tumoroid growth and improves mice survival
Authors: Mora-Lagos Bárbara , Reyes María Elena , Lobos-Gonzalez Lorena , del Campo Matías , Buchegger Kurt , Zanella Louise , Riquelme Ismael , Ili Carmen Gloria , Brebi Priscilla
Published: January 2025

Background

Gastric cancer (GC) is a significant cancer-related cause of death worldwide. GC’s most used chemotherapeutic regimen is based on platinum drugs such as cisplatin (CDDP). However, CDDP chemoresistance reduces the survival rate of advanced GC. The immune C-C chemokine receptor type 5 (CCR5) have been proposed as a pivotal factor in cancer progression since its blockade has been linked with antineoplastic effects on tumor cell proliferation; nevertheless, its role in the chemoresistance of GC has not been elucidated. This study aimed to determine the effects induced by the CCR5 using Maraviroc (MVC), a highly selective CCR5 antagonist, on CDDP-resistant AGS cells (AGS R-CDDP), tumoroids (3D tumor spheroids), and animal models.

Results

The combined CDDP and MVC treatment reduced cell viability and inhibited tumoroid formation in AGS R-CDDP cells. The effects of the MVC/CDDP combination on apoptosis and cell cycle progression were correlated with the increase in CDDP (dose-dependent). The mRNA levels of C-C Motif Chemokine Ligand 5 (CCL5), the main ligand for CCR5, decreased significantly in cells treated with the MVC/CDDP combination. MVC in the MVC/CDDP combination improved the survival rate and biochemical parameters of CDDP-treated mice by reducing the side effects of CDDP alone.

Conclusions

This finding suggests that MVC/CDDP combination could be a potential complementary therapy for GC.
The Role of Vitamin D in the Pathomechanism of Inflammatory Bowel Disease (IBD) and its Therapeutic Implications - a literature review
Authors: Tomaszewska Wiktoria Maria , Siudziński Paweł , Łyko Mateusz , Skoczylas Alicja , Kurasz Jakub , Maj Wojciech , Podlasiewicz Wiktoria , Pala Katarzyna , Dudziak Piotr , Nowak Anna , Golińska Maria
Published: January 2025

Introduction: Vitamin D holds a crucial role in the pathogenesis of inflammatory bowel diseases (IBD), including Crohn’s disease (CD) and ulcerative colitis (UC). Its mechanisms of action involve immune system modulation, specifically by reducing the production of pro-inflammatory cytokines, such as IL-6 and TNF-α, while enhancing the levels of anti-inflammatory cytokines, such as IL-10. Furthermore, vitamin D contributes to the maintenance of intestinal barrier integrity by strengthening epithelial tight junctions. It also exerts a beneficial influence on the intestinal microbiota, promoting the proliferation of beneficial bacterial species, such as Faecalibacterium prausnitzii, which play a role in mitigating disease relapses and sustaining immune homeostasis. Although vitamin D supplementation demonstrates potential in reducing inflammation and improving clinical outcomes, the observed effects remain varied and require further investigation.
Aim: The purpose of this study was to analyze the mechanisms of action of vitamin D in the context of the pathogenesis of inflammatory bowel disease (IBD) and its potential therapeutic applications, with particular emphasis on clinical studies evaluating vitamin D supplementation.
The generational shift towards the reciprocal disclosure of intimacy in daughter–father relationships through physical activity in the UK
Authors: Day John
Published: January 2025

Within family sociology during the past 30 years, while a general consensus has developed that most parents and children in the Western world have come to share relationships characterised by a greater degree of intimate disclosure, the extent to which parent–child relationships have become ‘purer’ and more egalitarian remains a contested issue. Although there has been a developing interest in involved fathering through sport and physical activity over the past decade, research has yet to concentrate on the consequences of this transformation for daughters. This article applies Mannheim’s tenet of generation entelechy to life history interviews with 14 women born between 1950 and 1994 to argue that involved fathering through physical activity offers conditions for daughters to realise a long-held desire to establish more emotionally reciprocated intimate bonds with fathers. Daughters described a shift from viewing fathers as emotionally uninvolved workers to becoming interdependent intimates.
Host infectivity of Pyricularia pathogen of finger millet (Eleusine coracana (L.) Gaertn.) on Poaceae weeds
Authors: Thangavelu S P , Narasimha V J , Mallian V , Kumerasan S , Iruthayasamy J , Manickam R
Published: January 2025

Blast disease of finger millet is a serious disease all over the world and causes significant yield loss. Pyricularia populations consist of various pathotypes with different host ranges within the Poaceae family and express host specificities mediated by Avr and R genes. So, identification of the host range of Pyricularia on weeds within the poaceae family will give an idea for further research on understanding of genes responsible for host specificity reaction of Pyricularia among various host ranges. Pyricularia isolated from finger millet was tested on different weed host plants to study the infectivity of Pyricularia on weed species. The Pyricularia pathogen isolated from the infected leaf of finger millet plants having spindle-shaped lesions. The Poaceae weeds viz., Chloris barbeta, Cynodon dactylon, Cyperus rotundus, Dactylacterium aegyptium, and Echinochloa colonum are observed regularly in the field of finger millet. Among the weed species, spindle shaped lesion was observed in C. barbeta, C. dactylon, C. rotundus and D. aegyptium in leaf detachment assay with Pyricularia at Centre of Excellence in Millets, Athiyandal, Tiruvannamalai, India. Whereas E. colonum did not express any lesion. The incidence of Pyricularia in finger millet was studied under various weed infestation levels under field conditions during 2022-23 and 2023- 24 growing seasons. It was found that the experimental plot of finger millet with all Poaceae weeds recorded the highest incidence of leaf blast and the largest number of Pyricularia colonies in both years. This was followed by the plot with finger millet + D. aegyptium alone and finger millet + C. rotundus alone. The leaf blast symptoms were noticed in finger millet after one week of sowing in the case of the crop with all weed species during 2022-23 and 2023-24. A significant correlation was obtained between the incidence of the leaf blast and colonies of Pyricularia from 28 days after sowing till the maturity of the crop in both years. Hence, the incidence, as well as colonies of Pyricularia, were higher in plots with finger millet + all weeds, followed by plots with finger millet + D. aegyptium alone and plots with finger millet + Cyp. rotundus alone.
Exploring conative constructs and self-regulation of e-learners
Authors: Wiklund-Engblom Annika
Published: January 2025

This study explores end-users' e-learning experiences from several perspectives in order to learn about the how and why of their e-learning process with particular focus on their conative constructs and self-regulation. Research questions are targeting how novice e-learners manage their learning in a computer-based learning space.
The study was conducted at a media laboratory for content testing. Mixed methods were used to collect data and triangulated in the analyses. Methods used were ques- tionnaires, eye tracking, screen recordings, observation, and a stimulated instant re- call (SIR) interview. The SIR-interview ties the methods together by targeting in- depth qualities of users' subjective experiences.
Different phases of analyses are described in the paper emphasizing how methods can be triangulated in order to create an authentic picture of e-learning experiences. The study is still work in progress intending to explore how theories of motivation and self-regulation are applicable to e-learning contexts, and how this can be used in further studies on how to evaluate e-learning environments.
Media supported problem-based learning and role- play in clinical nurse education
Authors: Whitehair Leeann , O’Reilly Meg
Published: January 2025

The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a registered nurse and working in a simulated patient environment were seen as valid preparation for future practice. Collaborating with peers and tutors provided students with confidence to solve authentic patient problems and motivated them to accept responsibility for preparation and active participation during lab sessions. Inclusion of digital recordings of expert demonstrations of clinical skills significantly enhanced students’ skills development. Students’ future colleagues working in health care, noted their preparedness, high level of confidence and ability to transfer theory and skills to the real world of nursing.
R U there yet?
Authors: Pelliccione Lina , Broadley Tania
Published: January 2025

Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non -metropolitan students. The new model of delivery allows access for students from any location provided they have a computer and an internet connection.
A number of academic staff had previously used an asynchronous environment to deliver learning modules housed within a learning management system (LMS) but had not used synchronous software with their students. To enhance the learning environment and to provide high quality learning experiences to students learning at a distance, the adoption of synchronous software (Elluminate Live) was introduced. This software is a real-time virtual classroom environment that allows for communication through Voice over Internet Protocol (VoIP) and videoconferencing, along with a large number of collaboration tools to engage learners.
This research paper reports on the integration of a live e-learning solution into the current LMS environment. Qualitative data were collected from academic staff through informal interviews and participant observation. The findings discuss (i) perceived level of support; (ii) identification of strategies used to create an effective online teacher presence; (iii) the perceived impact on the students' learning outcomes; and (iv) guidelines for professional development to enhance pedagogy within the live e-learning environment.
Facilitating change
Authors: Loch Birgit , Fisher Wendy
Published: January 2025

This paper reports on initial findings in comparing two distance universities' approaches to trialling tablet technology to enhance communication between instructors and students. There were different reasons for initiating the trials and different approaches to each of the trials, but there were also some striking similarities. For instance both trials were led from the bottom up, however they were each conducted with no knowledge of the other. Funding for each of these trials was resourced from a university learning and teaching grant/fellowship and both projects used an action research approach. The emphasis for both trials was on pedagogical and technological staff development facilitated and administered through each project leader. The paper gives an overview of how the trials were conducted, what did and did not succeed and what could be improved. Longer lasting outcomes that have been achieved through these projects are described. This comparison is meant to guide and inform change agents and identify good practice in the management of technology trials.
Blended reality
Authors: Bower Matt , Cram Andrew , Groom Dean
Published: January 2025

This paper describes issues and potentials related to blending virtual worlds and face-to-face environments for the purposes of learning and teaching. By streaming a live video feed of a face-to-face classroom into a virtual world space at the same time as projecting the virtual world space onto a screen in the face-to-face classroom it is possible to merge participation in the two environments. In this way students in remote locations can be offered improved access to and involvement in face-to-face classes, and face-to-face students can capitalise upon the affordances of the virtual world to extend the range of possible learning experiences. A pilot of this technique revealed several potentials for learning and teaching were evident including enhanced remote access to face-to-face classes, increased possibilities for online interaction, and the capacity to leverage the affordances of both worlds within the one learning environment depending on needs. However there were several implementation issues including latency and resolution of the video-stream into the virtual world, the quality of the audio feed, and distorted orientation between face-to-face and virtual world participants. A framework for evaluation is proposed based on an Activity Theory perspective. An invitation for participation in an Australian Learning and Teaching Council grant application is also extended.
A model for transformation
Authors: Allen Belinda , Crosky Alan , Yench Emma , Lutze-Mann Louise , Blennerhassett Peter , Lebard Rebecca , Thordarson Pall , Wilk Krystyna
Published: January 2025

A project for the dissemination of blended learning design in the faculty of Science used a successful foundational course in materials engineering, where online and face-to-face components were fully integrated, as an exemplar for similar developments in other science disciplines. The team-based process promoted academic development of online learning expertise, and the redeveloped courses now provide a model for blended learning in their respective disciplines, while the focus on benefit to student learning has resulted in significant improvements in student outcomes and experience in all the courses involved. This paper describes the transdisciplinary, collaborative, exemplar-based model used in the development process, investigates the impact on students and teachers of the course developments, and evaluates the effectiveness of the approach as a model for curriculum development and for academic development.
Reflection of teaching
Authors: Aik-Ling Tan , Wettasinghe Marissa , Seng-Chee Tan , Hasan Mazlan
Published: January 2025

This paper examines pre-service teachers' reflection on teaching after participating in an online course using teaching videos of micro-skills coupled with self-reflection and group blogs. A total of 137 online entries were collected from 26 participants. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the reflection by the participants. The findings showed that 67% of the reflection by pre-service teachers falls in the pedagogical category and 2% in the critical category. These findings show that pre-service teachers are capable of engaging in reflection beyond a surface level even with limited actual classroom experience, and micro-skills teaching videos coupled with self-reflection and online blogs can serve as stimulus for reflection about actual teaching practices. The resources that the pre-service teachers used to make sense of teaching are (1) their knowledge of learning theories; (2) their ideas of teachers' roles and responsibilities; and (3) existing ideas of what makes good teaching. The pre-service teachers reflected upon their learning and showed evidence of willingness to incorporate the learnt ideas of good teaching into their future classroom teaching. The use of videos and reflection allowed them to restructure their teaching knowledge through identification, comparison, modification and synthesising.
Implementing and evaluating a “Next Generation Learning Space”
Authors: Wilson Gail , Randall Marcus
Published: January 2025

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as “Next Generation Learning Spaces” and their impact on pedagogy. The idea of “classroom” now incorporates the use of both physical and virtual space. This change has meant a greater focus on the design and use of flexible learning spaces, more use of blended learning approaches and more personalised, individualised learning opportunities for students. While many such classrooms have been built and utilised in universities globally, only a few formal studies have been reported on how these spaces are used by both teachers and students. This article focuses on a pilot study of the use by lecturers and students of a technology rich next generation learning space – the Pod Room – and makes recommendations for further research into the effectiveness of new learning spaces in universities.
Digital landscapes
Authors: Watling Sue
Published: January 2025

The expression ‘Digital Divide’ refers to more than access to technology, for the possession of hardware cannot guarantee equity of participation. For users of assistive technologies, all the prerequisites for access can be in place but if the digital data has not been designed with the needs of their technology in mind then access will continue to be denied. The advantage of digital data is its flexibility which ensures it can be available in multiple formats and customised to individual preference. To transform the curriculum for the needs for future learners, and work effectively within digital landscapes, requires confidence and competence with the environment plus an understanding of inclusive practice so as to minimise barriers. These requirements should be neither under-estimated nor their presence assumed. As digital data becomes increasingly prevalent so the divide between inclusive and exclusive digital practices is in danger of widening. This paper suggests that ensuring accessible digital landscapes in higher education requires individual responsibility supported by a whole institution approach; both of which recognise the value of digital inclusion.
Examining the efficacy of the Theory of Planned Behavior (TPB) to understand pre-service teachers’ intention to use technology
Authors: Teo Timothy , Lee Chwee Beng
Published: January 2025

This study examined pre-service teachers’ self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. One hundred and fifty-seven participants completed a survey questionnaire measuring their responses to four constructs in the TPB. These were administered at the beginning of the course in which technology was taught and used. Structural Equation Modeling (SEM) was used as the technique for data analysis. The results of this study showed that attitudes toward usage and subjective norms were significant predictors of behavioral intention to use technology while perceived behavioral control was not. Overall, this study found that the three explanatory variables in the TPB explained about 40% of the variance in behavioral intention to use technology.
Integrating technology into lessons using a TPACK-based design guide
Authors: Soong Swee Kit Alan , Tan Seng Chee
Published: January 2025

The Technological Pedagogical Content Knowledge (TPACK) framework, first discovered by Mishra and Koehler in 2006, has gained much interest among teacher educators as it recognises that pedagogical uses of technology are greatly influenced by the content domains in which they are situated in. Recent studies on the TPACK framework have been focused mainly on analysing the TPACK constructs and measuring as well as assessing TPACK of teachers. However, how TPACK can be utilized by teachers to guide them to integrate technology into their teaching has yet been well developed. This paper describes a proposed TPACK-based design guide for teachers to use when they consider integrating technology into their lessons. A case vignette that further articulates the design guide is included.
Use of student audio recordings to develop communication skills in a first year physiology unit
Authors: Schier Mark A. , Mulvany Julie , Shaw Jillian
Published: January 2025

Several academic reports have emphasised the importance of communication skills development within science programs. Despite employer concerns, there is little research in the academic science literature regarding how generic skills, including communication skills, can be embedded into the curriculum of science programs. Although there are instances in which dedicated communication skills units are offered, the practice of explicitly embedding these skills in disciplinary science units is rare. While science students typically receive practice in writing reports and essays, less emphasis has been placed on oral or spoken communication. We conducted a study where students made a two-minute audio recording on a topic in first-year physiology. The exercise has generally worked well (with some minor technology issues), and informal student feedback has been positive, particularly students’ appreciation of not having to do their presentation in front of other students. More student feedback will be sought via an online survey. In the future, additional ways of embedding the assessment of oral communication skills in units offered in each year of the science program could be investigated.
Preparing for the future
Authors: Reushle Shirley
Published: January 2025

The university is becoming defined by its function – provider and facilitator of learning and research – not its form. The function the university performs is no longer contained within the campus, or within the physically defined space of a particular institution, nor, sometimes, even in higher education institutions at all. The term “edgeless” has been used to describe this phenomenon. Rapid changes in the nature of the workplace, work, the structure of organisations, and the pervasive presence of networked technologies are requiring a shift in focus in the world of education and training. The internet, social networks, and collaborative online tools allow people to work together more easily and the provision of open access to content can be both the cause of change for universities, and a tool with which they can respond. The key to organisational change and sustainability is to embrace these “disruptions”, exploit the energies created, accepting that this may require significant change in the cultural orientation and behaviour of stakeholders. This paper promotes a need for shared vision and an institution-wide response, consultation and collaboration, a commitment to a “futures” perspective, a culture of “openness” and a willingness to embrace elements of risk as being significant to an institution in shaping its future direction. As an example, the paper refers to the establishment of a Digital Futures Institute at an Australian regional university.
Enhancing student learning in the workplace through developing the leadership capabilities of clinical supervisors in the nursing discipline
Authors: Nash Robyn , Sacre Sandra , Calleja Pauline , Lock Jennifer
Published: January 2025

Clinical experience is a core element of undergraduate nursing education and students consistently report that clinical placement plays a large part in their decisions to pursue careers in nursing beyond graduation (Shih & Chuang, 2008). Despite this, real-world experiences do not automatically translate to positive learning experiences, or to the development of well-rounded neophyte professionals. This paper describes the planning, implementation and evaluation of an Australian Learning and Teaching Council funded project that was designed to strengthen the leadership capacity of staff involved in the clinical supervision of undergraduate nursing students in the workplace. The university worked in partnership with three major metropolitan hospitals in Queensland to develop a framework and professional development program incorporating leadership and clinical supervision. The program consists of two structured workshops complemented by individual personal development projects undertaken by participants. Participants are supported in these activities with a purpose-built website that provides access to a wide variety of information and other learning resources. Initial evaluations indicate that the approach is highly valued by participants, promotes useful peer dialogue and sharing of experiences and personal development in relation to assisting student learning in the workplace.
Transforming pre-service teacher curriculum
Authors: Lock Jennifer V. , Redmond Petrea
Published: January 2025

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today's technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning.
Strategic leadership capacity development for ICT
Authors: Lefoe Geraldine , Parrish Dominique
Published: January 2025

Leadership for change is a key component for universities striving to find new ways to meet the needs of their future students. This paper discusses an innovative framework for leadership capacity development which has been implemented in a number of Australian universities. The framework, underpinned by a distributive approach to leadership, prepares a new generation of leaders for formal positions of leadership in all aspects of teaching and learning. Through the Faculty Scholars Program a number of teaching and learning innovations were implemented, including a number using innovative technologies, to establish strategic change within their faculties. The Scholars shared their outcomes annually through national forums focussed on improving assessment practice.
The paper provides a brief overview of the program, the methodology used and the Leadership Capacity Development Framework which was developed. Critical factors for success are identified including the implementation of strategic faculty-based projects; formal leadership training and activities; reflective practice; opportunities for dialogue about leadership practice and experiences; and activities that expanded current professional networks. The model can be adapted to have a specific focus on leadership for eLearning.
Assessing students in Second Life
Authors: Crisp Geoffrey , Hillier Mathew , Joarder Shamim
Published: January 2025

This paper examines various options for assessing students within a virtual world such as Second Life. Although many learning activities are being set for students in virtual worlds and considerable effort is being made to construct elaborate 3D worlds for students to explore, less effort has been expended in developing tools that can assist in the assessment of student learning within the 3D environment. Examples of assessment tasks set using the Sloodle Set, QuizHUD and scripted prims (3D objects) will be discussed.
Sustaining innovations in educational technology
Authors: Cox Glenda
Published: January 2025

Educational technology is increasingly being used to enhance teaching and learning activities in higher education. One of the persistent challenges has been how to encourage, support and sustain these innovative practices which rest largely on the individual lecturer. At the University of Cape Town, the Centre for Educational Technology (CET) has endeavoured to encourage and support pedagogic innovation through various mechanisms including the allocation of teaching with technology innovation grants. Findings of a recent survey of these grant recipients reveal how lecturers are sustaining these innovations over time. Using Archer's (2003) social realist approach this study is showing that lecturers' ultimate concerns, expressed in their reasons for changing the way they teach, have resulted in “projects” that have been successful and which have led to established practices. These projects have been sustained because they were created as a result of a specific pedagogical need and have been embedded in the courses for which they were created. Lecturers' practices have been supported by working in teams, sharing their teaching practice with others and receiving both financial and technical support from CET. This suggests that the key to maintaining innovative use of educational technology for teaching and learning in higher education should be centred on the notion of pedagogical sustainability.
 
Keywords: pedagogical sustainability, innovation in teaching with technology, active agents, grants, Archer
Asynchronous online discussion
Authors: Cheung Wing Sum , Hew Khe Foon
Published: January 2025

Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use asynchronous online discussion activity to develop student thinking skills, problem solving skills, and others. There are many factors that may affect student participation in asynchronous online discussion forums such as discussion topics, group size, ground rules of the discussion forums, facilitation skills, and others. We believe that facilitators play an important role in the success of asynchronous online discussion. Usually instructors or students serve as facilitators for online discussion activities. In this study, we explore participants' preference in terms of facilitator (instructor facilitator vs. peer facilitator). In addition, we also found out the reasons for their preference.
Using students’ visual representations as a window to designing learning tools
Authors: Cheng Ardis , Kennedy Gregor , Kazmierczak Edmund
Published: January 2025

We report the preliminary findings of a study that considered how undergraduate students visually represent dynamic processes of a biological complex system. Initial results indicate that students created structure-focused visuals and relied on visual representations they had previously encountered in their studies. We suggest that the results of this paper can inform how computer-based learning tools could be designed to prompt students to think about the relationships between structure, behaviour, and function, thereby aiding their understanding of how biological complex systems work.
Otago Virtual Hospital
Authors: Blyth Phil , Loke Swee-Kin , Swan Judith
Published: January 2025

Part of learning to become a doctor involves learning to read or notice the world as a medical professional. Such identity formation can take place by participating in social practices within virtual worlds. In this paper, we report early findings from a case study of seven medical students performing the role of junior doctors in the Otago Virtual Hospital (OVH), focussing on the degree to which they noticed and recorded the salient features in a clinical case. Using video recordings of in-world activity, submitted patient notes, and audio recordings of pre- and post-interviews, we provide early evidence that solving an open-ended case in OVH has the potential to require students to notice, record, and integrate significant elements of the case by themselves. One of the aims of our descriptive study is to isolate variables that can eventually be used to study the nature of learning in virtual worlds with greater precision.
Suburb as Site
Authors: Augar Naomi , Armstrong Daniel , Goodman Albert
Published: January 2025

This paper describes a learning and teaching approach implemented in an undergraduate photography unit that is designed around a virtual collaborative experience. The approach was adopted several years ago and the process of continually refining the approach to enhance the student experience is outlined as are the benefits and challenges that have been encountered to date. The primary aim of the learning and teaching approach is to allow students to develop graduate attributes and technical skills that will prepare them to work in a contemporary media context – working in the virtual so as to understand approaches to developing and presenting work in the modern photography workplace. The approach also aims to engage and support students in a self reflective process where they examine the self and others focusing on aspects of contemporary culture and lifestyle, architecture and concepts of the home. Central to the approach is a virtual collaborative project where students are matched with partners to develop and present a cohesive virtual photography portfolio that contrasts their local environment: Suburb as Site. Finally, the paper describes the research project that is underway to enhance the collaboration matching process and evaluate the student experience. The research aims to contribute to improved staff understanding of the student experience with a view to further enhancing the learning and teaching approach.
qp.unimelb
Authors: Tregloan Peter , Adam David , Maslen Patrick , Sweeney Damien , Rye Josella
Published: January 2025

Quickpoll (qp.unimelb.edu.au) is a web-based polling system designed to be exceptionally straightforward for staff at Melbourne to set up and manage and for students to use in class. In evaluation of the value and operation of tool, staff and students are enthusiastic about the simple way in which the tool adds engagement and useful feedback to learning and teaching in a range of class settings, but especially in large group lectures. Quickpoll was designed and set up to take advantage of the personal, portable, wireless internet capable devices that an increasing proportion of staff and students bring to class - currently over 50% of our students have iPhones or other smart phones, laptops or netbook computers, iPods or now, iPads with them each day. This project set out to explore ways in which these devices could be used to encourage and support active learning in class.
iTeach, iDance
Authors: Ostashewski Nathaniel , Reid Doug
Published: January 2025

This session explores a particular classroom application of the iPad and extends ongoing research on pedagogical applications of mobile multimedia databases in the physical education classroom. In this study, the researcher identified mobile small group demonstration capabilities and ease of video database access as key characteristics of the iPad as a teaching tool. The described uses include: leading demonstration and discussions, easy access to extension materials, and opportunities for scaffolding of learning materials. This research explores a specific application of the iPad mobile device in the classroom that is possible due to the device’s large screen format. It extends the research on a specific classroom application of a mobile device and points to other potential applications. Further research exploring the extension of this iPad application to other body-kinesthetic teaching contexts, such as the general physical education classroom, is needed.
The Ripple Effect
Authors: Murdoch Deborah
Published: January 2025

This poster presents the process of developing academic staff capacity in using eSimulations in professional education. Its focus is on the conditions needed to be able to develop the knowledge and skills for developing eSimulations for teaching and the impacts on colleagues. The project final report has indicated the importance of a range of forces that must be in place for knowledge transfer and organisational capacity building to occur (Cybulski, et al., 2010). The inclusion of operational leadership, keen competence and understanding of learning design, supporting infrastructure, technology development knowledge and content knowledge are integral components of the ability to build capacity in others.
How do postgraduate students learn and integrate knowledge of the learning sciences?
Authors: Markauskaite Lina , Reimann Peter
Published: January 2025

University students often face significant challenges both seeing connections between different conceptual ideas, and linking theoretical ideas with knowledge needed in their applied professional contexts. This paper presents some experiences and insights from a postgraduate course that was designed to support knowledge integration. It initially presents the main design ideas that have been applied in the unit. Then, it examines students' learning journals and explores how students integrated conceptual knowledge and experiences.
Embracing personal learning and ePortfolios @ CSU
Authors: Hunter Carole , Stewart Sandra
Published: January 2025

This poster introduces the rationale for CSU’s approach to nurturing personal learning / ePortfolios across the university community. It presents examples from the diverse range of courses and subjects now integrating ePortfolios within the curriculum, and discusses some of the expected and unexpected outcomes which have led to a further refinement of this approach.
A research plan for evaluating a faculty project to achieve systemic change in the teaching culture
Authors: Doherty Iain
Published: January 2025

Our paper outlines an initiative to achieve systemic change in the teaching culture of a faculty through providing staff with teaching supports and resources embedded within the University’s reward and recognition processes. We explain why this initiative is important, describe our evaluation plan, outline the evaluation challenges and describe what we did to meet those challenges.
Teachers, technology and design
Authors: Goodyear Peter , Markauskaite Lina , Agostinho Shirley , Lockyer Lori , Dalziel James , Cameron Leanne
Published: January 2025

Deciding how best to combine good learning tasks and appropriately supportive technology is becoming increasingly complicated. Teachers in higher education are struggling with rising expectations about graduate capabilities, a diversifying intake, increasing pressure on time and a dizzying proliferation of technology options. One response we are seeing is a strengthening interest in taking a more design-based approach to tackling what many would see as ‘wicked problems’ (Luckin, 2010; Hoadley, 2010; Goodyear & Retalis, 2010). This symposium provides an opportunity to discuss some of the latest insights from research on teachers’ experiences with the tools and methods of educational design (aka ‘design for learning’).
 
Keywords: learning tasks, educational design, LAMS
Critiquing constructivist theory
Authors: Dalgarno Barney , Kennedy Gregor E. , Lee Mark J.W.
Published: January 2025

The focus of the symposium will be a critical exploration and examination of the nature of constructivist theories of learning and their consequences for the design of online learning resources and environments. Further detail about the theoretical frameworks and research studies that will be covered in this symposium are outlined below.
The effect of a combined long‐duration static stretching and resistance training regimen on a competitive bodybuilder: A case study
Authors: Homer Kai A. , Helms Eric R. , Spence Alyssa‐Joy
Published: January 2025

Both resistance training (RT) and long‐duration, high‐intensity stretching induce muscular adaptations; however, it is unknown whether the modalities are complementary or redundant, particularly in well‐trained individuals. A case‐study was conducted on a competitive bodybuilder implementing long‐duration, high‐intensity stretching of the plantar flexors (60 min 6x/week for 12 weeks) in conjunction with their habitual RT. Ultrasound muscle architecture (muscle thickness [MT], fascicle length [FL], and pennation angle [PA]) measurements were collected at multiple sites at four weekly baseline sessions, six (mid) and 12 (post1) weeks following the commencement of the intervention, and a week after the intervention (post2) while isometric strength and range of motion (RoM) were obtained once at baseline, mid, post1, and post2. 2SD band plots were constructed to determine meaningful changes in MT, FL, and PA from the four baseline measures while percentage and absolute change across each timepoint were calculated for all variables. From baseline to post 1, RoM, strength, and MT increased 25.9%, 11.4%, and 7.4%–23.4%, respectively, while four MT and two PA sites exceeded the threshold for meaningful change. The combined stretching and RT protocols resulted in flexibility, strength, and MT adaptations; however, findings should be generalized with caution given the case‐study nature of our investigation.
How to Become a Microcelebrity? Verbal and Non-Verbal Means Used by Streamers of Videogames in Creating Their Image
Authors: Janion Agnieszka
Published: January 2025

The article, that aligns with pragmatic and multimodal studies, presents the results of observations regarding measures used by French streamers of videogames in order to be appreciated by the spectators. It seems that the construction of the image (ethos) is an essential element of videogame streamers’ speaking. Indeed, the streamers want to impress their public and even be recognized as microcelebrities, basing not only on their gaming skills. As streaming represents a type of verbal interaction, this image (ethos) depends also on building and maintaining the relationship between the streamer and his public during the show. Having analysed eight streamings, we have noticed some verbal measures (e.g.: language register, sociolect, form of address) and no verbal measures (e.g.: gestures) that contribute to form the images of: host, friend or expert.
An Overview of Current Projects of Polish Cognitive Ethnolinguistics in Cooperation with Lithuanian Colleagues
Authors: Rudenka Alena
Published: January 2025

The overview of current projects of Polish cognitive ethnolinguistics in cooperation with Lithuanian colleagues was presented at “The 9th International Scientific Conference on Linguistic, Educational, and Intercultural Research”, which took place at Vilnius University on 7th -8th November 2024. It reviews the most significant projects of Polish cognitive ethnolinguistics carried out in Lublin, primarily at Maria Curie-Skłodowska University (UMCS). The Lublin Ethnolinguistic School has been developing since the 1980s. Since the beginning of the 21st century, it has closely cooperated with the Institute of Slavic Studies of the Polish Academy of Sciences. The review describes the main works of the Institute of Slavic Studies, the UMCS in Lublin, and other Polish research teams, that were carried out in the mainstream of cognitive ethnolinguistics. Some ideas of the Lublin Ethnolinguistic School are being realized in cooperation with colleagues from Lithuania: Vilnius University, and the Lithuanian Academy of Sciences. The Polish and Lithuanian researchers implement some projects as joint ventures– they are also presented in the overview.