bluuebunny/crossref_metadata_2025 huggingface dataset:
Assessment of the Reaction of the Local Financial System During the Transformation of the Structure of the Local Self-Government System
Authors:   Economic Research Institute FEB RAS, Leonov Sergey
Published: November 2023

In the context of the reform of the local self-government system (LSG) in the Russian Federation, the consolidation of municipalities, the transition to a single-level system within the framework of the transformation of the structure of the LSG and the lack of funds to finance the development of municipalities, it is important to assess the reaction, the degree of activity of local budgets to government stimulus measures. It is necessary to understand the budgets of which type of municipalities (urban district or municipal district) they are reacting more actively to the controlling influences of state policy, which will more effectively stimulate the development of the municipalities in the conditions of financial constraints of government authorities. The article uses a methodological approach based on the maximin criterion and implemented on the example of municipalities of the Far Eastern Federal District (FEFD) to assess the stability of the local financial system. The information base is the data of the Federal Treasury on the state of the consolidated municipal budgets of all 11 Far Eastern subjects of the Russian Federation for 2011–2020. It is shown that the formation of single-level LSG systems based on urban districts in the Magadan and Sakhalin regions did not lead to an increase in the activity of budgets of newly formed urban districts. The enlarged calculations performed on the data array of the municipalities of the FEFD indirectly confirmed the hypothesis expressed about the underestimation of the two-level system of local self-government and a certain overestimation of the single-level system of local self-government in the Far East. This poses a dilemma for regional governments – to maintain a two-level structure of municipalities in the region («municipal district – settlements») or to abandon municipal districts in favor of urban districts and a single-level system of LSG? It is shown that the development of inter-municipal cooperation can be an additional tool to support the financing of the institute of LSG
Exploring the intersection of digital pedagogies, reflexivity, and culture in religious education
Authors: Kvia Anne Siri , Cochrane Thomas
Published: November 2023

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.
University learning partnerships
Authors: Samson Amanda , Oliveira Eduardo
Published: November 2023

Universities hold a significant advantage in the development of enterprising learning partnerships where internal and intentional collaboration can assist in addressing complex problems. Building a collaborative learning partnership between faculties enhances learning, removes blocks to enterprise and addresses industry problems. The learning partnership developed in this collaboration included academic staff from two different faculties, a team of students as well as input from external stakeholders including schools and pre-service teacher candidates. The approach included digital expertise and developmental pedagogies; with a shared outcome designed to meet the enterprise goals of the industry’s partner. The student team developed confidence and capacity in their ability to communicate with the industry partner as they were encouraged to be creative, equal participants with the agency to take risks and problem solve. The tangible outcome was the delivery of a minimum viable product that has potential to address issues around teacher shortage and other limits to school resourcing. Learning partnerships within universities facilitate authentic learning and encouraged enterprise.
‘I don’t know the hierarchy’
Authors: Bassett Mark , Chapman Emma , Wattam Craig
Published: November 2023

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.
Multimodal teaching via gamified practical activities – The Virtual Scientist software: Bridging the gap in science education
Authors: Levonis Stephan , Schweiker Stephanie
Published: November 2023

In the realm of science education, the utilization of technology has emerged as a powerful tool to enhance student engagement and learning outcomes. This abstract introduces "The Virtual Scientist," an interactive website developed by our team, which enables students to conduct virtual experiments in a 360-degree virtual laboratory. The software employs gamified practical activities and interactive videos to provide students with a realistic laboratory experience, even in remote learning situations. The primary aim of The Virtual Scientist is to bridge the gap between theoretical knowledge and practical application, catering to high school and university students. Additionally, the software is being expanded to accommodate preschool and primary school students, offering age-appropriate virtual experiments. Notably, this innovative platform has gained recognition on a global scale, being adopted by educators worldwide. (Tauber et al, 2022)

Recognizing the limitations faced by schools in remote and regional areas lacking laboratory facilities, the team behind The Virtual Scientist embarked on a project to develop laboratory experiments aligned with the Queensland syllabus for senior science. The objective is to provide regional and disadvantaged students with access to these resources, allowing them to complete their mandatory experiments through the website (Levonis et al, 2020). By eliminating geographical constraints, this project aims to provide equal opportunities for all students, regardless of their location. Looking ahead, the team envisions expanding The Virtual Scientist to cater to a broader range of scientific disciplines.

The Virtual Scientist represents an Innovative and transformative approach to science education. By leveraging gamified practical activities and interactive videos (Deterding et al, 2011), this virtual laboratory overcomes the limitations of traditional classrooms, particularly for students in remote or disadvantaged areas. The success and recognition of this platform attest to its potential to revolutionize science education globally, empowering students to engage in practical experimentation and fostering a passion for scientific inquiry.

The innovative work behind "The Virtual Scientist" has received notable recognition. The authors have been honored with the prestigious AAUT National Teaching Citation Award Citation for Outstanding Contributions to Student Learning and the RSC Horizon Education international award. These awards underscore the exceptional contributions of "The Virtual Scientist" to science education and its impact on student learning.
The “IKEA Model” for pragmatic development of a custom learning analytics dashboard
Authors: Macfadyen Leah P. , Myers Alison
Published: November 2023

Many educators and learning analytics practitioners find themselves in ‘learning analytics limbo’, with access only to simplistic one-size-fits-all vendor-driven LA dashboards, as they wait for development of possible future LA solutions that would allow customizations that genuinely cater
to differences in learning design and educator skills.
We present here a simple and pragmatically oriented project that allows individual educators to build and customize an LA solution ‘at home’ with relatively simple tools. This open-source project takes advantage of data available to an educator via the LMS, and allows them to develop and customize an educator-facing dashboard that meets their teaching and learning design needs. This small-scale solution allows local educators and practitioners to continue to build their data literacy and LA-informed teaching skills, and to contribute to ongoing institutional learning through sharing their experience with institutional LA teams.
Mapping learning microclimates in a large-cohort online course
Authors: Hammond Kay
Published: November 2023

As the number of students in online classrooms continues to rise, understanding the microclimates that influence teaching and learning becomes crucial. This paper presents a map of existing and potential microclimates in a large online course and offers guidance on developing such maps to enhance student well-being and learning outcomes. By drawing on the concept of microclimates from natural sciences, educational microclimates are defined as the norms, attitudes, and behaviors within a subgroup of people in a larger social climate. The study explores various social microclimates within online spaces, aiming to create more inclusive and interactive communities that foster essential skills for students. A six-step process for developing microclimate maps is proposed, highlighting the importance of considering student demographics and engaging in continuous reflection and improvement, seeing the trees in the wood. Ultimately, understanding and leveraging microclimates can lead to better course design and support the diverse needs of students in large online cohorts.
Using Figma to foster authentic digital learning experiences in an online short course
Authors: Dal Ponte Cory , Dushyanthen Sathana , Huckvale Kit , Mani Madhavan , Lyons Kayley
Published: November 2023

Australia’s healthcare landscape is undergoing a digital transformation that will improve health outcomes and enable better exchange of patient data. Australia’s National Digital Health Strategy calls for a workforce that is educated to harness the potential of technologies that enable this digital transformation. There is an urgent need for effective and innovative methods of training the workforce to meet these demands. This paper discusses the development of an authentic learning activity using Figma, a popular UX/UI design tool. The activity sits within a short course, Opportunities for SMART on FHIR apps, which is a part of a national training programme, addressing workforce capacity-building needs. It teaches a non-technical healthcare workforce to create and share healthcare app prototypes with key stakeholders and developers.  The activity highlights the importance of creating an authentic learning opportunity that builds the confidence of the workforce to enable digital health solutions, supporting healthcare’s rapid digital transformation.
Enhancing higher education with Learning Analytics in the digital age
Authors: Clark Jo-Anne , Tuffley David
Published: November 2023

Learning Analytics (LA) in higher education is emerging as a powerful tool for optimising learning and teaching outcomes at a time when technology is revolutionising the delivery of education generally. In this paper we explore LA implementations in five diverse Australian universities.  Our study draws on DeLone and McLean's (2003) model of information systems success to qualitatively evaluate the various implementations. We highlight both the successes and challenges encountered by each university. In taking this approach we aim to contribute to laying a foundation for optimal use of LA systems. This research reveals a degree of pervasive uncertainty as to how Learning Analytics is defined. While substantial research exists on LA systems and their usages, there are still limited empirical studies that examine the success of LA implementations, as many Higher Education Institutions (HEIs) are still in very early stages of their LA system implementations.  The outcomes of the study include recommendations for universities to consider when implementing LA systems or improving existing implementations which is an addition to both the research areas of LA research and information systems success research.
Question Dosage in MOOCs
Authors: Nawaz Sadia , Mayle Katherine , Martens Grace , Stein Rebecca , Baker Ryan Shaun
Published: November 2023

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.
Considering ChatGPT as a partner needs careful planning and some upskilling for everyone.
Authors: Gribble Lynn
Published: November 2023

This paper critically reflects upon a year of partnership with ChatGPT since it became freely available. By exploring the possibilities and limitations of utilising such tools through a personal reflective narrative and the metaphoric notion of partnership it considers the advantages and limitations of this tool in context, recognising both students and teaching faculty are at risk of McDonaldization of their work. Beyond the benefits there are impacts on the amount and type of work being done by both academics and students.
Surveying LinkedIn profiles of learning designers
Authors: Gilmore Dawn , Nguyen Chinh
Published: November 2023

This paper explores the diversity of qualifications, interpersonal skills, and career pathways of learning designers. Through a convenience sampling approach utilizing LinkedIn data, the study reveals that while education is a common qualification, it is not the sole determinant of success in the field. Notably, training, development, and leadership are identified as the most endorsed interpersonal skills. The research also identifies three distinct career pathways: hierarchical, industry-based, and traditional learning design pathways. Building upon these findings, we introduce a tool that defines core competencies and evidence for entry-level, mid-career, and senior learning designers. This tool can serve as a valuable resource for the recruitment and development of learning design staff, contributing to a better understanding and recognition of the pivotal role of learning designers in the teaching and learning process.
Reality check
Authors: Stretton Todd , Cochrane Thomas
Published: November 2023

Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore the perceptions of mobile mixed reality and critical thinking in health education. Thematic analysis was undertaken of data collected from focus groups including students, academics, and mobile mixed developers (n=8). The focus groups revealed two main themes: (1) “purposeful critical thinking” including the benefits of freedom of failure in the virtual environment, and (2) “making it meaningful” by incorporating co-design of virtual learning environments while extending or focusing the learning experience to something that could not be achieved any other way. We conclude that the potential for mMR in health education is considerable. Purposeful inclusion of critical thinking could be achieved by students co-designing scenarios that integrate choose-your-own-adventure healthcare pathways in safe, virtual environments.
The Holodeck model, learning environments, and resilience in higher education
Authors: Webb Beata , Brotto Gaelle , Dinnen Mark , Voss Brett
Published: November 2023

This paper proposes a flexible framework for developing asynchronous online learning environments for multidisciplinary contexts at an Australian university. The project addresses the need to build organisational resilience following the fragility demonstrated by educational institutions during the emergency transition to online learning in 2020. The paper examines the challenges experienced by staff and students, the future implications and the potential of the Holodeck model of a learning environment in circumventing these barriers. The analysis of the strategies implemented through various educational technologies in criminology, teacher education, international relations and research methodology, demonstrated its applicability in diverse academic fields. The paper promotes the capacity of the Holodeck-based framework to provide systematic support structures for university online and on-campus programs, and, consequently, to develop institutional resilience in multidisciplinary university contexts. The paper also outlines the next phase of the project, focusing on a student perspective of the use of the Holodeck model.
Promoting teacherpreneurship in creative education through Instagram
Authors: Gunasekara Himasha , Brown Cheryl , O'Steen Billy
Published: November 2023

Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored.  Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months.  Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.
Sustainable practices in education
Authors: Sharifkhani Maryam , Davidson Jonathan , MacCallum Kathryn , Evans-Freeman Jan , Brown Cheryl , Bullsmith Chris , Richards Brodwyne
Published: November 2023

The adoption of Virtual Labs (VLs) as a pedagogical tool in higher education is rapidly increasing, especially with the recent shift towards remote learning during the COVID-19 pandemic. VLs offer a digital alternative to traditional laboratory settings, employing computer graphics, simulations, and interactive models to create immersive and interactive learning experiences. While the pedagogical benefits of VLs are well-established, their potential contribution to sustainability within Higher Education Institutions (HEIs) remains ambiguous. This paper aims to address this ambiguity by conducting a literature review to examine the sustainability implications of adopting VLs in HEIs.

This literature review reveals that VLs have the potential to enhance sustainability in HEIs across multiple dimensions. However, the literature highlights challenges and limitations associated with implementing VLs despite the positive indications. These include issues related to usability, technical challenges, and the potential costs associated with the adoption of VLs.

This literature review suggests the need for further research on the adoption of VLs in HEIs, specifically in relation to achieving the SDGs. It emphasises the importance of considering pedagogical aspects and implementing innovative teaching practices to maximise the long-term effectiveness of VLs. By shedding light on the intersection of VLs and sustainability in HEIs, this research contributes to a broader understanding of how adoption of VLs, can foster a stronger connection between people, the environment, and pedagogy, creating the way for a more sustainable and inclusive future of education.
Adapting assessment for/despite generative artificial intelligence
Authors: Lodge Jason , Henderson Michael , Slade Christine , Deneen Chris
Published: November 2023

Generative artificial intelligence (AI) has put significant pressure on established assessment practices in tertiary education. These new technologies can produce key artifacts such as essays and laboratory reports that are routinely used to infer where students are in their learning. This panel reports on the outcomes of an Australian national forum to develop a set of guiding principles in response to the ways generative AI is changing the landscape of assessment. This includes rethinking what we assess; how we assure students’ work is their own; how we promote learning through the use of gen AI; how we build appropriate digital literacies through assessment; and how we build human capabilities for working in an AI-mediated world. Building on the output of the workshop, the panel will delve into some of the key challenges and how the guidance can be applied across contexts in tertiary education.
Examining students’ behavioural engagement in lecture videos with and without embedded quizzes in an online course.
Authors: Singh Niharika , Getenet Seyum , Tualaulelei Eseta
Published: November 2023

This study reports part of a larger study that explores three technologies – Padlet, Panopto videos and Google Docs – and their effectiveness in enhancing university students’ engagement in online learning. The current paper explores the role of interactive quizzes embedded in recorded lectures in enhancing student engagement in higher education focused on behaviour engagement. Panopto video analytics and a survey were used as a source of data. Descriptive statistics were used to analyse the data, including percentage and frequency. The analyses focused on 59 university students’ behavioural engagement in the recorded videos with and without embedded quizzes in relation to their video dropout, average viewing time, completion rate and frequency of viewing. The paper highlights the benefits of incorporating interactive quizzes within lecture videos, including increased motivation, engagement, and academic performance. However, this study also shows some interesting results on students’ behavioural engagement when it comes to learning online. Overall, findings suggest that the incorporation of quizzes in lecture videos can be an effective tool for increasing student engagement and improving learning outcomes in online courses. Implications for online course design and future research are discussed.
Digital Literacy, PBL Pedagogies and Drones for Preservice Teachers
Authors: Vanderburg Michelle , Vanderburg Robert , Cowling Michael , Chugh Ritesh , Sankey Michael
Published: November 2023

Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.
Forging the path in the third space
Authors: Contro Pretero Bruna , Tsatsaronis James , Heggart Keith , Vanderburg Robert , Hà Bùi Thu
Published: November 2023

This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a crucial role in learning support, program design, web-based learning, and industry partnerships, being also able to challenge traditional practices and enhance student experiences and outcomes. However, a comprehensive understanding of their roles remains complex and necessitates further exploration. The challenges faced by learning designers include ambiguous role definitions and the delicate balance of meeting diverse stakeholder expectations. Through an autoethnographic approach, members from an ASCILITE Community Mentoring Program group offer insights into the multifaceted contributions of learning designers. Recognizing, working collaboratively with, and appreciating the diverse expertise of learning designers are key factors for universities to effectively address recent societal changes and meet the evolving needs of their students.
Creating a software application to help university educators to reflect on the cognitive complexity of their exam questions, using Bloom’s Taxonomy and automated classification
Authors: Valentine Andrew , Oliveira Eduardo
Published: November 2023

Previous research has shown that many university educators struggle to accurately evaluate the cognitive complexity of exam questions (and overall exams) which they write, based on Bloom's Taxonomy. This can lead to concerns about the design of exams. Software tools could possibly assist educators via automated classification methods. This paper reports a work-in-progress project that is creating a software application (tool) to assist university educators with writing exams. We evaluate 3 methods of automated classification including keywords-based approach, OpenAI evaluation, and an existing algorithm. The tool is designed to be able to help educators to reflect on their exam, by providing educators with meaningful feedback on question complexity and the overall exam, assisting in exam design. The software tool developed in this study is expected to benefit educators by providing objective feedback and serving as a professional development resource.
Unveiling the potential of Digital Twin technology for Higher Education
Authors: Addanki Kranthi , Corrin Linda
Published: November 2023

The concept of the Digital Twin (DT), a digital replica of a physical object or process, is relatively new to the higher education context. The increase in the application of DT technology across many industries has prompted the call for greater exploration of the possibilities for DTs in education along with a consideration of the challenges to their implementation. There are also questions being raised about the opportunity to develop DTs of learners to extend the use of data to inform learning and teaching, which has been boosted by the recent rise of learning analytics and educational data mining. In this paper we will explore what DT technology is and offer a new definition of DTs that can be used in the educational context. Current uses and the potential future applications will be explored, as well as consideration of what is necessary to build DTs of learners (and educators). The use of DT technology also poses many challenges due to the complexity of DT design and application, and these will be outlined. The paper concludes with a discussion of future directions and areas where more research is needed to fully explore the potential of DT for higher education.
Introducing Indigenous Perspectives on Data Sovereignty in Engineering Education
Authors: James Jesin , Donald Claire
Published: November 2023

We live in a data-driven world, and decisions of technology developers impact how the world uses technology. But the education system does not address data sovereignty. This is more relevant in New Zealand, with M?ori data sovereignty being a concern. In engineering education, ethical aspects of technology are taught from a western perspective. This paper describes a different approach used recently in an undergraduate engineering course, where an indigenous perspective was integrated with the predominant western view. Electrical and Digital Systems is a course taken by all engineering students at the University of Auckland. This course teaches the engineering perspective on how data is collected and processed, and hence is the perfect point to introduce the indigenous data sovereignty perspectives. Student feedback received so far supports the success of this introduction. This also prepares our future workforce to be competent to incorporate indigenous world views in engineering decisions.
All You Need is Love (for Data)
Authors: Suppiah Haresh , Grant Mary , Gastin Paul , Driller Matt , James Lachlan , Hyunh Minh , Govus Andrew , Varley Matthew , Perry Kate
Published: November 2023

This study illustrates the potential of data-centric methodologies in enriching the practicum experiences of Sport and Exercise Science (SES) undergraduates. By amalgamating learning analytics and text mining, we extract actionable insights from practicum reflections. Automated report generation and data visualisation techniques enable quick identification of students requiring intervention, while text mining and sentiment analysis decode the prevalent themes in practicum experiences. The resulting insights potentially enable personalised, data-informed support strategies, fostering improved student satisfaction, practicum outcomes, and industry-relevant course design. The fusion of data and pedagogy illustrated in this research underscores the potential for data-driven strategies in enhancing tertiary education.
Exploring business students’ views of the use of generative AI in assignment writing
Authors: Murray Duncan , Williams Karen
Published: November 2023

The rise of generative AI, particularly over the past few years, has raised notable issues about its use. This has been possibly most pronounced in academia, where there has been strong debate on the potential value of generative AI to augment learning outcomes versus the potential for academic dishonesty and devalued education. Whilst some papers have looked at students’ perspectives on the use of generative AI, there has been less focus exploring through what ethical perspectives or frames students see using generative AI in their tertiary education.

We interviewed and conducted focus groups and interviews with students enrolled in an Australian university business school, to explore the ethical frames through which they saw the use of generative AI. Focussing on three specific perspectives: Deontological, Consequentialism and Virtue Ethics, it emerged that no single perspective dominated, with students having a complex mix and latticework of ethical perspectives on its use, even within the same individual. We explore some potential implications for practice that emerged from the data, one of which is the role of the academic as moral exemplar.
Mentoring as complementary support for learner engagement
Authors: Jonnavithula Lalitha , Y. H. Bai John
Published: November 2023

Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.
Student perceptions of video feedback
Authors: Fenton Andrea , Murphy Paul , Co Mary Jesselyn
Published: November 2023

One key challenge with feedback is designing it to ensure that students engage and act on it, which implies that the effect of feedback is as important as the feedback itself. In this paper, we explore students’ perceptions of video feedback in comparison to written feedback and report the preliminary findings of our pilot study. We conducted interviews on nine students who received video feedback in their marketing capstone unit. After conducting a thematic analysis on the interview data, we found that students preferred video feedback over written feedback because of the following – it provides more detailed, clearer, and more understandable feedback; and it also creates better connection with the marker because it feels more authentic and personalized. Both positive and negative emotions are generated by the video feedback. The findings will help us identify areas we can focus on in an upcoming large-scale study.
Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education
Authors: Gander Tim
Published: November 2023

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.
Bichronous pedagogy in ODFL
Authors: Brice Lynnette
Published: November 2023

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create bichronous delivery for Open, Distance and Flexible Learning (ODFL). From 2017 onwards, ODFL principles underpinned a wholly asynchronous delivery model at the Open Polytechnic that championed ?konga (learner) agency through anytime anyplace access to tertiary education. This delivery model, successful in removing the conditions of time and place, created a consequence of relational distance, with limited real-time academic presence and peer-peer interaction. The new ITE programmes, opening in 2023, provided an opportunity to introduce synchronous elements within the asynchronous model. These elements were predicated on the principles of ODFL aligned to the values of cultural responsiveness: whakawhanaungatanga (relational connections), manaakitanga (respect and care), rangatiratanga (self-determination), and akoranga (reciprocity of teaching and learning). Early experiences suggest that introducing synchronous elements to asynchronous ODFL provides opportunities for real-time communication, enhances relational connection, and reduces the negative consequence of relational distance and isolation sometimes experienced in asynchronous pedagogies.
The effectiveness of time domain and nonlinear heart rate variability metrics in ultra‐short time series
Authors: Gu Zifan , Zarubin Vanessa , Martsberger Carolyn
Published: November 2023

Ultra short‐term (UST) heart rate variability (HRV) has been used to establish normative HRV values. This study aims to investigate whether HRV metrics can capture changes in HRV from external stimuli, and whether these metrics remain effective under various recording length. Participants completed varying stimulating activities including viewing images, arithmetic tasks, and memory recall of viewed images. SDNN, RMSSD, pNN50, SD2, SD1/SD2, and DFA were extracted from the data. Comparing arithmetic calculation and the first minute of memory recall, SDNN, pNN50, SD2, and SD1/SD2 had significant HRV differences; this suggests that these metrics can distinguish the inherently different stimuli participants were exposed to. However, comparing first minute of viewing with that of the second, SDNN, pNN50, and SD2, presented some significant HRV differences during two inherently similar stimuli. Comparing the first 60–120 s during viewing, SDNN, pNN50, and SD2 also presented significant differences. Our results suggest that SDNN, pNN50, and SD2 may not be robust in evaluating UST HRVs in replacement of the standard short‐term HRV. It may be beneficial to analyze multiple HRV metrics, particularly SD1/SD2, to achieve a more holistic understanding of the underlying physiology.
Effect of controlled hypotensive hemorrhage on plasma sodium levels in anesthetized pigs: An exploratory study
Authors: Krmar Rafael T. , Franzén Stephanie , Karlsson Leif , Strandberg Helin , Törnroth‐Horsefield Susanna , Andresen Jesper K. , Jensen Boye L. , Carlström Mattias , Frithiof Robert
Published: November 2023

Perioperative hyponatremia, due to non‐osmotic release of the antidiuretic hormone arginine vasopressin, is a serious electrolyte disorder observed in connection with many types of surgery. Since blood loss during surgery contributes to the pathogenesis of hyponatremia, we explored the effect of bleeding on plasma sodium using a controlled hypotensive hemorrhage pig model. After 30‐min baseline period, hemorrhage was induced by aspiration of blood during 30 min at mean arterial pressure <50 mmHg. Thereafter, the animals were resuscitated with retransfused blood and a near‐isotonic balanced crystalloid solution and monitored for 180 min. Electrolyte and water balances, cardiovascular response, renal hemodynamics, and markers of volume regulation and osmoregulation were investigated. All pigs (n = 10) developed hyponatremia. All animals retained hypotonic fluid, and none could excrete net‐free water. Urinary excretion of aquaporin 2, a surrogate marker of collecting duct responsiveness to antidiuretic hormone, was significantly reduced at the end of the study, whereas lysine vasopressin, i.e., the pig antidiuretic hormone remained high. In this animal model, hyponatremia developed due to net positive fluid balance and generation of electrolyte‐free water by the kidneys. A decreased urinary aquaporin 2 excretion may indicate an escape from antidiuresis.
Machine learning-based clinical decision support using laboratory data
Authors: Çubukçu Hikmet Can , Topcu Deniz İlhan , Yenice Sedef
Published: November 2023

Artificial intelligence (AI) and machine learning (ML) are becoming vital in laboratory medicine and the broader context of healthcare. In this review article, we summarized the development of ML models and how they contribute to clinical laboratory workflow and improve patient outcomes. The process of ML model development involves data collection, data cleansing, feature engineering, model development, and optimization. These models, once finalized, are subjected to thorough performance assessments and validations. Recently, due to the complexity inherent in model development, automated ML tools were also introduced to streamline the process, enabling non-experts to create models. Clinical Decision Support Systems (CDSS) use ML techniques on large datasets to aid healthcare professionals in test result interpretation. They are revolutionizing laboratory medicine, enabling labs to work more efficiently with less human supervision across pre-analytical, analytical, and post-analytical phases. Despite contributions of the ML tools at all analytical phases, their integration presents challenges like potential model uncertainties, black-box algorithms, and deskilling of professionals. Additionally, acquiring diverse datasets is hard, and models’ complexity can limit clinical use. In conclusion, ML-based CDSS in healthcare can greatly enhance clinical decision-making. However, successful adoption demands collaboration among professionals and stakeholders, utilizing hybrid intelligence, external validation, and performance assessments.
Mathematical modeling and evaluation of permeation and membrane separation performance for Fischer–Tropsch products in a hydrophilic membrane reactor
Authors: Alihellal Dounia , Hadjam Sabrina , Chibane Lemnouer
Published: November 2023

A mathematical model was constructed to estimate the performance of an MFI-membrane reactor used for Fischer–Tropsch synthesis to produce a mixture of liquid hydrocarbons. In order to accurately evaluate the reactor’s performance a parametric study was performed. Under certain operational conditions, such as the total initial pressure in the reaction zone (1–4 MPa) and the hydrogen/carbon monoxide ratio (H2/CO: 1 to 2) on the performance of the studied reactor. The selectivity (productivity) of the hydrocarbon products (S

i
), the quantity of hydrocarbons permiated (θ

i
) and the separation factors of each space (α

i
) were predicted. With increasing pressure, it is observed that θ
CO and

θ

H
2

${\theta }_{{H}_{2}}$

are decreasing from 0.62 to 0.45 and from 0.55 to 0.49 respectively. However, as the H2/CO ratio rises, this measurement shows a slight increase. Aside from, the separation factors of the majority of the current species are unaffected by the H2/CO ratio increasing, while the separation factors of carbon monoxide and hydrogen are increasing. Similarly the selectivity of water, methane, carbon dioxide and ethane increases with increasing H2/CO ratio. Based on these findings it is revealed that the membrane can enable permeability for all species present in the products mixture with varying separation factors, and that the ability to separate species other than water from the reaction side is essentially non-existent.
La speranza di un pellegrino attraverso la »città dolente«: dal finale della Vita nuova all’Eden
Authors: Cazzato Matteo
Published: November 2023

Der Aufsatz untersucht drei bedeutsame Momente der Reise von Dante agens durch seine Werke: die letzten Seiten der Vita nuova mit dem Sonett Deh peregrini, das Tor zum Höllenreich und die Begegnung mit Beatrice im irdischen Paradies (Purg. XXX, 138), verbunden durch die Wiederkehr lexikalischer Anhaltspunkte, die ein interessantes Netz textlicher und ideeller Korrespondenzen umreißen, insbesondere die Ausdrücke »città dolente« und »perduta gente«. Die zusammenhängende Lektüre dieser und anderer Ereignisse erlaubt es, einige Aspekte von Dantes Reise aus verschiedenen Blickwinkeln zu betrachten und die Rolle der konzeptuellen und textlichen Verbindung hervorzuheben, die die Inschrift, die das Reich der Verdammten einleitet, spielt, einige Elemente der Verbindung zwischen Dantes Werk und der zeitgenössischen Rezeption der biblischen Lamentationes (vor allem im Florentiner Kreis um Santa Croce mit den Kommentaren von Rabanus Maurus und Pietro di Giovanni Olivi) zu vertiefen und schließlich die zentrale Rolle der Tugend der Hoffnung in der Funktion der Figur der Beatrice hervorgehoben werden.
Crystal Clear? The Transparency Requirement in Unfair Terms Legislation
Authors: Loos Marco B. M.
Published: November 2023

In this paper, the transparency requirement, regulated in Article 5 UCTD, is discussed. This provision requires traders to draft terms that are to be incorporated into contracts with consumers in plain and intelligible language. The paper discusses the function of the transparency requirement, the different elements, and the consequences of a breach of the requirement: should the contra proferentem rule be applied, is the term lacking transparency unfair, or could it be argued that such term never was incorporated into the contract to begin with? And does it actually matter?
Equality or Superiority of the Weak Party? Consumer Protection and the Issues at Stake
Authors: Ginestri Maddalena
Published: November 2023

From an analysis of the most recent case law of the CJEU, it becomes clear that it has taken a troublesome position on the interpretation of the Directive on Unfair Contract Terms (UCTD) and this could result in significant repercussions in terms of effective protection afforded to consumers and difficulties imposed on traders. More specifically, the CJEU’s main interpretive difficulties have focused on Article 6 of the UCTD and namely on the question of whether the non-binding nature of unfair terms implies the preclusion of contract revision and whether the UCTD legitimises rules that primarily serve to sanction sellers and suppliers rather than to ensure a rebalancing based on the principle of contract equality.
The Court and the Sleeping Beauty 2.0: Filling the Contractual Gap, or Making Valid Consumer Contracts to the Detriment of the Non-consumer?
Authors: Tassikas Apostolos D.
Published: November 2023

This paper is a critical presentation of the CJEU case-law on UCTD, with particular reference to the non-filling of the contractual gap resulting from the unfairness test by applying ‘dispositive’ law or supplementary interpretation. The result contradicts the principles and methods of national civil law: not only does the balance in the contract suffer under the position the CJEU has chosen, as it creates alternated forms of balance of interests rather than the identical ones sought by the parties, but moreover, the increasing number of different cases imposes an ambiguous approach on the CJEU, since European judges have to ask on a case-by-case basis what the best interest of the consumer is. By adopting such a functional approach in favour of the substantive justice of the contract, the ECJ decided with questionable results with regard to national civil law, while methodological legal questions as to whether the contract should stand as it is, following the unfairness test, or whether a supplementation of the contract should take place are still open. It is therefore of critical importance to achieve an optimal combination between a fair balance of the contract and effective consumer protection.423