bluuebunny/crossref_metadata_2025 huggingface dataset:
Colorectal cancer in Lynch syndrome families: consequences of gene germline mutations and the gut microbiota
Authors: Wang Xuexin , Zheng Zhijun , Yu Dongliang , Qiu Xiaojue , Yang Ting , Li Ruoran , Liu Jing , Wang Xin , Jin Peng , Sheng Jianqiu , Qin Nan , Li Na , Xu Junfeng
Published: January 2025

Background

Lynch syndrome (LS)-associated colorectal cancer (CRC) always ascribes to pathogenic germline mutations in mismatch repair (MMR) genes. However, the penetrance of CRC varies among those with the same MMR gene mutation. Thus, we hypothesized that the gut microbiota is also involved in CRC development in LS families.

Methods

This prospective, observational study was performed from December 2020 to March 2023. We enrolled 72 individuals from 9 LS families across six provinces in China and employed 16S rRNA gene amplicon sequencing to analyze the fecal microbiota components among LS-related CRC patients (AS group), their spouses (BS group), mutation carriers without CRC (CS group), and non-mutation carriers (DS group) using alpha and beta diversity indices.

Results

There were no apparent differences in age or gender among the four groups. Alpha and beta diversity indices exhibited no significant differences between the AS and BS groups, verifying the role of germline mutations in the occurrence of CRC in LS families. Beta diversity analysis exhibited significant differences between the AS and CS groups, revealing the importance of the gut microbiota for the occurrence of CRC in LS families. A greater difference (both alpha and beta diversity indices) was shown between the AS and DS groups, demonstrating the combined impact of the gut microbiota and genetic germline mutations on the occurrence of CRC in LS families. Compared with those in the CS and DS groups, we identified ten microbial genera enriched in the AS group, and one genus (Bacteroides) decreased in the AS group. Among the elevated genera in the AS group, Agathobacter, Coprococcus and Prevotellaceae_NK3B31_group were butyrate-producing genera.

Conclusion

This study found the development of CRC in the LS families can be attributed to the combined effects of gene germline mutations as well as the gut microbiota and provided novel insights into the prevention and treatment of CRC in the LS families.
Mental health in children with and without ADHD: the role of physical activity and parental nativity
Authors: Adzrago David , Sulley Saanie , Williams Faustine
Published: January 2025

Background

Physical activity (PA) can improve mental health, including anxiety/depression, in individuals with attention-deficit/hyperactivity disorder (ADHD) with minimal side effects, unlike pharmacotherapy that can result in significant side effects. However, the influence of PA on mental health among children with ADHD is understudied. Also, immigrants tend to have better mental health, but the influence of parental nativity on children’s mental health is unknown. We examined the relationship between PA, parental nativity, and current anxiety/depression among U.S. children with and without ADHD. We also analyzed whether ADHD diagnosis status moderates the relationship between anxiety/depression and PA or parental nativity.

Methods

We used national annual cross-sectional data from the 2016 to 2021 National Survey of Children’s Health to conduct weighted multivariable logistic regression and moderation analyses, with current anxiety/depression status as the outcome variable. The sampling involves selecting households with children and rostering children in the household from each state and the District of Columbia. A parent or caregiver of the selected child completes the surveys. We restricted the analysis to children aged 6–17 years (N = 140,977).

Results

The prevalence of current anxiety/depression was higher in children with ADHD diagnosis (37.34%) than those without ADHD diagnosis (7.42%). Children with ADHD (versus no ADHD) had higher odds of anxiety/depression. Engaging in PA (versus no PA) and having immigrant parents (versus non-immigrant parents) were associated with lower anxiety/depression odds. ADHD diagnosis status significantly moderated the association between anxiety/depression and PA or parental nativity. However, the three-way interaction between ADHD status, parental nativity, and physical activity was not statistically significant. Stratified by ADHD diagnosis status, those who engaged in PA (versus did not) for 1 to 3 days, 4 to 6 days, and daily were less often diagnosed with anxiety/depression disorder among those with or without ADHD, especially children without ADHD. The odds were also lower for children with or without ADHD whose parents were immigrants than children with non-immigrant parents, particularly children without ADHD who had immigrant parents. Parental nativity did not significantly moderate the association between PA and anxiety/depression among children with and without ADHD.

Conclusions

Physical activity was associated with lower risks of diagnosed with anxiety/depression disorder among children, especially children without ADHD and those with immigrant parents. Considering parental nativity and incorporating personalized PA in ADHD and anxiety/depression management can improve mental illness and ADHD symptoms among children.
Clinical features of autonomic dysfunction in children with anti-N-methyl-D aspartic receptor encephalitis
Authors: Li Dongqing , Sun Jing , Li Guannan , Miao Shuo , Yang Jian , Zhang Jianzhao
Published: January 2025

Background

Anti-N-methyl-D-aspartic receptor encephalitis (Anti-NMDAR encephalitis) is the most prevalent form of autoimmune encephalitis in pediatric patients. Autonomic dysfunction is a frequent symptom of Anti-NMDAR encephalitis, yet it often goes unnoticed by pediatricians. Studies have indicated that pediatric patients with autonomic dysfunction exhibit a poorer prognosis compared to those without. To date, research on autonomic dysfunction in encephalitis has predominantly focused on adults, with no studies conducted on pediatric populations. This analysis examines the clinical features of pediatric patients with Anti-NMDAR encephalitis complicated by autonomic dysfunction.

Methods

We performed a retrospective analysis of patients diagnosed with Anti-NMDAR encephalitis at the Department of Neurology, Children’s Hospital affiliated to the Capital Institute of Pediatrics, from June 2017 to June 2023. Patients were categorized based on the presence or absence of autonomic dysfunction during their illness. We summarized and compared the clinical features of children with autonomic dysfunction and analyzed the risk factors for its development in pediatric Anti-NMDAR encephalitis patients.

Results

A total of 56 children were included in this study. Twenty-two (39.3%) exhibited autonomic nervous dysfunction. The most prevalent symptom of autonomic dysfunction was cardiovascular autonomic dysfunction(21/22, 95%),with the specific manifestations being sinus tachycardia (8 cases), ventricular premature beats (2 cases), atrioventricular block (2 cases), atrial premature beats (3 cases), and sinus bradycardia (4 cases),hypertension(1 case) and cardiac arrest(1 case). Other symptoms included gland secretion dysfunction (19/22, 86%),ventilate dysfunction(3/22,14%), thermoregulatory dysfunction (3/22,14%), bladder dysfunction(2/22,9%). Compared to the group without autonomic dysfunction, the group with dysfunction showed significantly higher rates of prodrome infection, tumor complications (all ovarian teratoma), consciousness disturbance, elevated cerebrospinal fluid protein, initiation of second-line and long-term immunotherapy, length of hospital stay, and hospitalization costs (P < 0.05).

Conclusion

Among pediatric patients with Anti-NMDAR encephalitis, cardiovascular autonomic dysfunction is the most common form of autonomic dysfunction. Those with autonomic dysfunction have a worse prognosis and longer hospital stays. Active initiation of second-line and long-term immunotherapy is recommended.
Multi-platform diagnostic strategy and biosecurity as basis of contagious agalactia control programs in endemic areas
Authors: De la Fe Christian , Grau Ana , Minguez Olga , Sánchez Antonio , Esquivel Rosario , Corrales Juan C.
Published: January 2025

Background

Control strategies against contagious agalactia (CA), considered one of the most important diseases affecting small ruminants in countries surrounding the Mediterranean, are mainly based on traditional strategies considered suboptimal such as the use of inactivated vaccines and antibiotics. This manuscript analysed the efficacy of an alternative non-mandatory official control programme based on a multi-platform diagnostic panel and biosecurity developed and started in 185 herds placed in a contagious agalactia endemic area of Spain, using the data of 74,080 samples collected and analysed during a 4 years-period (2018–2021).

Results

Globally, the combined analyses of bulk tank milk (BTM), ear or nasal swabs (in goats or sheep, respectively) and the serology to detect Mycoplasma agalactiae (Ma), allowed the detection of 40.54% of positive farms (n = 75), with Ma the species always detected in sheep (100%) and Mycoplasma mycoides subsp. capri (Mmc, 68,8%), Ma (29,3%) or both of them (1,9%) in goats. Taking into account productive aptitude and vaccination against CA, the use of BTM, ear or nasal swabs, and serology for herd classification demonstrated either a lack of concordance or only weak concordance. In herds that did not vaccinate, the classification of positives by male serology or swab detection showed moderate concordance. Vaccination against AC proved to be a protective factor against the occurrence of herds with bucks or rams testing positive.

Conclusions

Since the different diagnostic techniques are not interchangeable, it is necessary to apply a multi-platform diagnostic panel for the accurate classification of herds. Based on official classification, strict biosecurity standards, including the prohibition of the entry of animals with unknown health status, allowed the completion of the CA control program.
The GeoTox Package: open-source software for connecting spatiotemporal exposure to individual and population-level risk
Authors: Messier Kyle P. , Reif David M. , Marvel Skylar W.
Published: January 2025

Background

Comprehensive environmental risk characterization, encompassing physical, chemical, social, ecological, and lifestyle stressors, necessitates innovative approaches to handle the escalating complexity. This is especially true when considering individual and population-level diversity, where the myriad combinations of real-world exposures magnify the combinatoric challenges. The GeoTox framework offers a tractable solution by integrating geospatial exposure data from source-to-outcome in a series of modular, interconnected steps.

Results

Here, we introduce the GeoTox open-source R software package for characterizing the risk of perturbing molecular targets involved in adverse human health outcomes based on exposure to spatially-referenced stressor mixtures. We demonstrate its usage in building computational workflows that incorporate individual and population-level diversity. Our results demonstrate the applicability of GeoTox for individual and population-level risk assessment, highlighting its capacity to capture the complex interplay of environmental stressors on human health.

Conclusions

The GeoTox package represents a significant advancement in environmental risk characterization, providing modular software to facilitate the application and further development of the GeoTox framework for quantifying the relationship between environmental exposures and health outcomes. By integrating geospatial methods with cutting-edge exposure and toxicological frameworks, GeoTox offers a robust tool for assessing individual and population-level risks from environmental stressors. GeoTox is freely available at https://niehs.github.io/GeoTox/.
A privacy-enhanced framework with deep learning for botnet detection
Authors: Wu Guangli , Wang Xingyue
Published: January 2025

A botnet is a group of hijacked devices that conduct various cyberattacks, which is one of the most dangerous threats on the internet. Organizations or individuals use network traffic to mine botnet communication behavior features. Network traffic often contains individual users’ private information, such as website passwords, personally identifiable information, and communication content. Among the existing botnet detection methods, whether they extract deterministic traffic interaction features, use DNS traffic, or methods based on raw traffic bytes, these methods focus on the detection performance of the detection model and ignore possible privacy leaks. And most methods are combined with machine learning and deep learning technologies, which require a large amount of training data to obtain high-precision detection models. Therefore, preventing malicious persons from stealing data to infer privacy during the botnet detection process has become an issue worth pondering. Based on this problem, this article proposes a privacy-enhanced framework with deep learning for botnet detection. The goal of this framework is to learn a feature extractor. It can hide the private information that the attack model tries to infer from the intermediate anonymity features, while maximally retaining the interactive behavior features contained in the original traffic for botnet detection. We design a privacy confrontation algorithm based on a mutual information calculation mechanism. This algorithm simulates the game between the attacker trying to infer private information through the attack model and the data processor retaining the original content of the traffic to the maximum extent. In order to further ensure the privacy protection of the feature extractor during the training process, we train the feature extractor in the federated learning training mode. We extensively evaluate our approach, validating it on two public datasets and comparing it with existing methods. The results show that our method can effectively ensure detection accuracy on the basis of removing private information. For the CTU-13 dataset, the detection framework achieves the best detection performance; for the ISCX-2014 dataset, the accuracy of the framework is less than 1% lower than the best effect.
From Dualism – to Practice-Oriented Training in Secondary Vocational Education
Authors: Ponomareva M. , Ramazanov R.
Published: January 2025

Modern industrial and regional services markets in the Russian Federation are characterized by a high level of competition. In this regard, there is a shortage of qualified workers capable of effectively carrying out labor activities in enterprises in practice. Under these conditions, the requirements for professional training of graduates of educational institutions at all levels have increased significantly. This article examines dual education as a training system that combines theoretical training of students in secondary vocational education institutions with enhanced practical training of a future specialist at an enterprise. Dual training is practice-oriented in nature and, as practice shows, is capable of ensuring not only proper training of the graduate in accordance with the educational program, but also creating conditions for mastering professional skills in an enterprise environment. The article discusses the concepts of dualism and duality, provides terms associated with duality in relation to education abroad and in Russia, describes the system of vocational education in the Soviet Union (history of the issue), examines the features of the implementation of dual education of students in institutions of secondary vocational education using the example implementation of a dual education system in different regions of our country, from the period when the pilot project was launched to the present.
Implementation of a Unified Model of Professional Orientation of Students in the Focus of Problems of the Pedagogical Council
Authors: Nechaev Mikhail
Published: January 2025

The article is devoted to the problem of modern understanding of career guidance in school. The scenario of the pedagogical council «Vocational guidance of students: state, problems and ways of development» is presented. Special attention is paid to the implementation of a Unified model of vocational guidance for students in grades 6-11 of general education organizations of the Russian Federation implementing educational programs of basic general and secondary general education.
The Effect of Aerobic Training on Weight Loss in Middle-Aged and Older Adults: Is It a Sufficient Form of Exercise?
Authors: Ptak Anita , Szyc Michał
Published: January 2025

Introduction: Obesity is a serious health problem that affects a very large percentage of the population, including middle-aged and senior people. Overweight and obesity are risk factors for many diseases, including cardiovascular diseases and diabetes. Many papers have been produced investigating the effects of different types of training and diet on body fat levels in overweight and obese populations. One of the best studied forms of exercise is aerobic training. In this article, we will discuss the effects of aerobic training or its combination with resistance training on weight loss and fat burning in an elderly population, including those suffering from sarcopenic obesity.
Aim of the study: To demonstrate the effects of aerobic training and the combination of aerobic training and resistance training on weight loss, body fat reduction and other relevant health parameters in a middle-aged and older population.
Methods: A review of the literature available in PubMed and Google Scholar databases conducted using key words such as obesity, older adults, overweight, aerobic, resistance training. The review of available publications mainly focused on studies with the strongest scientific evidence such as randomised controlled trials and meta-analyses.
Conclusion: Physical exercise is a crucial part of the fight against obesity. The implementation of training supports weight reduction and, at the same time, has a positive impact on fitness and physical performance. Aerobic training has a positive effect on weight loss, but the best results are obtained when aerobic training is accompanied by resistance training, as it has a positive effect on muscle strength and muscle tissue quality and has a positive effect on bone mineral density (BMD). However, it should be noted that significant fat reduction requires the implementation of a calorie deficit.
Social studies, technology assessment and the pandemic: a comparative analysis of social studies-based policy advice in PTA institutions in France, Germany and the UK during the COVID-19 crisis
Authors: Moawad Lise , Ludwicki-Ziegler Sebastian
Published: January 2025

The COVID-19 crisis has put the question of the political uses of science back at the centre of public debates. In the last few years, the focus on using scientific knowledge in parliamentary technology assessment (PTA) institutions has predominantly been to the advantage of science, technology, engineering and mathematics (STEM). In contrast, our study aims to widen the debate and explore how social studies (encompassing humanities, arts and social sciences) have been represented in the observable science and technology assessment processes and their outputs during a salient time that required a substantial corpus of scientific evidence, namely the pandemic. Against the background of Pitkin’s work on the concept of representation, our article addresses this issue by utilising a qualitatively driven multi-method approach (document analysis and prosopography) on three case studies: OPECST in France, TAB in Germany and POST in the UK. We show that, between 2020 and 2022, social studies are used primarily as a complement to STEM, and that ethical issues, in particular, play a central role in opening up to multidisciplinary references. We also examine the disparate ways these disciplines are embodied in these three PTA structures. We conclude by examining the relevance of employing such a comprehensive concept and touch on the political implications of social studies’ uneven representation.
‘I have to call them’
Authors: Hariuc Miroslava
Published: January 2025

This is the story of a young girl who grew up in Moldova with parents working abroad, and is complementary to the scholarly articles discussing children’s situations in this special issue. Her story is invaluable at a time when children’s participation – really listening to their voices – is increasingly in demand in the social sciences. Reading this story, we understand the ‘vulnerability’ of the children in this special issue, but we are especially struck by the ‘agency’ they show.
Negative epiphanies: revisiting the forensic photograph archive
Authors: Doyle Peter
Published: January 2025

This article surveys the emergence into public circulation of the archival police photograph – crime scene, mugshot, accident scene, evidence photograph, and so on – since circa 1990. It narrates the author’s own involvements with a large forensic archive in the early 2000s, describing the uncertainties of method, purpose and of theoretical framing which attended the process. While the material surveyed and eventually exhibited/published was often highly emotionally ‘charged’, that charge was typically obscure, ambiguous or contradictory, and beset by ethical and aesthetic complexities. Beset too by more basic ontological questions, particularly in regard to defining the ‘object’ (whether to focus on the type, the series or the exemplary individual image, for example). Other classification questions and ambiguities – art object or historical artefact? – are discussed in regard to the primary thematic of emotions and the law, enquiring in particular as to how these formerly expressly operational, procedure-bound legal/policing artefacts – old forensic photographs – might be productively ushered back into cultural spheres.
“Schools are One Hundred Percent Different”: A Phenomenological Investigation of School Integration Among Newcomer Youth
Authors: Kassan Anusha , Priolo Alissa , Tkachuk Michelle , Falardeau Charis
Published: January 2025

Abstract: This descriptive psychological phenomenology investigated the experiences of newcomer youth who graduated from high school and transitioned to post-secondary education following migration to Canada. Ten individuals, between the ages of 18 and 30, completed a qualitative interview about their experiences of school integration . Defined broadly, this phenomenon centers on newcomer students’ adjustment across all aspects of student life – both inside and outside the school context – including English Language Learning, academic performance, classroom behaviour, social networking, emotional and familial well-being, identity negotiation, involvement in school life, and understanding of the educational system. Results include five structures: (a) school culture; (b) teachers; (c) language transitions; (d) peer group development; and (e) family. These structures demonstrate the interconnected nature of the factors that impact school integration among newcomer youth, including those found within the school, those that straddle the school and the community, as well as those found within the home environment.
Social networking
Authors: Vivian Rebecca , Barnes Alan
Published: January 2025

The future that popular social network technologies have in academia is the focus of this paper. The paper presents the results of a survey of some 812 university students at the University of South Australia. The survey focuses on student?s current uses, social network preferences, student preferences, student learning styles in order to determine if these living technologies can be used as learning technologies. Of particular interest are student tendencies for using such social networking for academic purposes. The study attempts to categorise the vast array of contemporary technologies and student preferences into a smaller number of factors that bring some clarity to an understanding of the relevance of these technologies to learning. As such, it provides a basis to future studies in this area. There is evidence in the paper to suggest that social network technologies are being used for informal learning practices and that the technology affordances are being used by students with a collaborative learning preference.
Enhancing student learning using multimedia and web technologies
Authors: Tan Heidi Yeen-Ju , Kwok Joyce Wai-Jing , Neo Mai , Neo Tse-Kian
Published: January 2025

There is still a lack of confidence in the effectiveness of online education as education materials are being developed without proper consideration as to their design and content representation (Chung, 2008). Adding to that, we are now in a world where the ability to identify and solve real-world complex problems has become a career transcending skill (Levy & Murnane, 2005) hence creating the need for incorporating authentic learning principles into learning content as it creates an environment that allows students to gain crucial real-world skills (Lombardi, 2007). Therefore this paper reports a study conducted to assess the impact of incorporating authentic learning principles (Herrington & Kervin, 2007) into a web-based multimedia learning module, and embedding it within a student-centred learning environment, on the student learning process. Students were presented with a multimedia-mediated web-based learning module, developed within the curriculum of the class, and their feedback was solicited. Results showed that students were very positive towards the incorporation of interactive authentic activities and found the authentic learning environment to be very relevant to their learning and became more engaged and actively involved in their learning process. These results show strong and encouraging support for the development of multimedia web-based modules that are grounded in authentic learning and sound design principles, and an innovative teaching and learning strategy in a technology-backed class.
They think they are learning, but are they?
Authors: Strampel Katrina , Oliver Ron
Published: January 2025

University instructors worldwide are implementing Web 2.0 technologies into their teaching as a means of improving and enhancing student learning. Although the affordances offered by Web 2.0 technologies appear to provide increased opportunities for high levels of reflection and higher-order thinking, they are not always used to their full advantage. This paper reports a case study of a tertiary instructor using eportfolios. The results showed limited instances of high levels of reflection demonstrated by the students using the eportfolio application. A number of instructional strategies were identified that encouraged reflection in the writing process but not in the eportfolio process. Based on the findings of the study, several instructional strategies are suggested to be considered when implementing Web 2.0 technologies in tertiary education. This study forms part of a larger investigation which will combine these outcomes to develop some principles for better use of Web 2.0 to enhance student learning.
School technology leadership
Authors: Tan Seng-Chee
Published: January 2025

While research has found that technology leadership is an important factor for effective integration of technology in schools, there is a paucity of research on technology leadership in schools. This paper reviewed 12 empirical reports on technology leadership and a grounded theory approach was used to derive the key findings. Several roles of technology leaders were identified, which are categorized into four main areas of change: infrastructure, organization structure and policy, pedagogy and learning, and school culture. The corresponding competencies of school technology leaders were identified. Several relationships were established between technology leadership and other factors: School technology leadership is a strong predictor on the level of technology use in schools; the cultural and structural characteristics of schools could affect the level of computer use in classrooms; transformational leadership is correlated with a principal’s ICT competencies. Researchers have also started to explore the views of followers and the recursive relationships between the leader and the followers. Based on the review, recommendations for future research are discussed.
A longitudinal study into the transformation of a university teacher’s conceptions of, and approach to, elearning
Authors: Scott Karen M.
Published: January 2025

In seeking to meet the demands placed upon them, many universities are increasing their use of elearning. At the same time, a good deal of research is being undertaken into academic practice using elearning. The research reported in this paper is a longitudinal case study that examines one teacher at The University of Sydney, Australia, as he transformed in his conceptions of, and approach to, teaching using elearning over two years. This research forms part of a larger project with embedded case studies focusing on teachers from the Health Sciences and related disciplines. Data for this case study was collected between February 2007 and December 2008 through semi-structured interviews with the participant and observations of the participant's elearning resource. The findings demonstrate that as the participant worked with his elearning resource over two years, he transformed the resource to improve learning and teaching. Through the process, he transformed his conceptions of, and approaches to, elearning, as well as his lesson image. He also came to understand the learning needs and styles of his students and their approaches to elearning. The research provides insight into the role of reflection and support of university teachers in their use of elearning.
Engaging students through multimodal learning environments
Authors: Sankey Michael , Birch Dawn , Gardiner Michael
Published: January 2025

The innovative use of educational technologies provides higher education institutions valuable opportunities for their staff to design media enhanced, interactive, more inclusive and engaging learning environments. The key motivation for incorporating educational technologies into the curricula is unquestionably the desire to improve the engagement and learning of students. To assist with this the increasing use of multimedia in teaching has provided many opportunities to present multiple representations of content (text, video, audio, images, interactive elements) to cater more effectively to the different learning styles of an increasingly diverse student body. This paper presents the findings of an experiment to measure the impact of multiple representations of content on learning outcomes, including learning performance and engagement. While, in this study, multiple representations of content did not lead to discernable improvements in learning performance, students reported very favourably on multimodal learning elements and perceived that they had assisted their comprehension and retention of the learning material. The implication of this study for educators is to consider carefully the incorporation of selected multiple representations of key concepts, particularly those that use a combination of audio and visual content. The limitations of the experimental methodology and directions for future research are also presented for consideration.
The ‘strategic learner’ goes digital
Authors: Naughton Christopher , Roder John , Smeed Juliette
Published: January 2025

With the rapid move by many Higher Education Institutions to an online mode of teaching, the changes in pedagogy sometimes result in new means of communication with students. Whereas previously in a classroom setting, or paper-based distance mode, students may have been encouraged to develop their thinking from a study guide, with the introduction of online learning new opportunities have arisen for students to engage in learning both with a text and in dialogue with other students. The chance to share knowledge, develop ideas and formulate new thinking has been a feature of many initiatives in online engagement. While some students may wholeheartedly engage in such interactive learning, others are less inclined and remain more detached in their learning. This group were identified in a study of a cohort of students undertaking an online learning course at a private tertiary college in New Zealand. This paper outlines the response of students who resisted the opportunity to engage in a more interactive approach to their online studies.
New beginnings
Authors: Narayan Vickel , Baglow Lee
Published: January 2025

Web 2.0 is driving change both in the mainstream society and education. Web 2.0 enhances the experience by allowing users not to only download pre-packaged content but by empowering them to become active contributors and publishers. Web 2.0 affordances such as the ability to network, communicate, collaborate, co-create and aggregate knowledge offer considerable opportunities for learning and teaching. The growth of Web 2.0 technology and rising easiness to collaborate, communicate and co-create provides an opportunity to move away from a transmission method of teaching to one that empowers learners to learn collaboratively through interaction with peers.
Trade education is perceived by many as “learning the skills”. In this era of fast changing technology, learning the skills is not enough. The need to continually up-skill and the ability to learn on your won is fast becoming a necessity to deliver expected outcomes.
The Certificate in Mechanical Automotive Engineering (CAME) is a foundation level mechanical course that in the past was mainly geared towards "teaching the skills" and also suffered from poor student retention and success rate. This paper explores an example of how Web 2.0 tools were implemented in the curriculum to address these problems: student retention and success and gearing students towards becoming independent learners.
Phase 1 of the proposed 3-phase scaffolded student-centred learning model is implemented in the course. The design and use of chosen Web 2.0 tools for use in the course is described. An overview of the outcome from semester 1 of 2-semester research is discussed. Data for the research was collected using various methods: the administration of post semester survey (student), student and staff blog, data gathered from discussions and reflections in the community of practice that was established with students and staff and an evaluation of student results at the end of the first semester.
Pre-service teachers’ perspectives on using scenario-based MUVEs in science education
Authors: Kennedy-Clark Shannon
Published: January 2025

This paper presents the findings of a study on the understanding and attitudes of pre-service teachers in the use of scenario-based multi-user virtual environments in science education. The participants in the study used Virtual Singapura, a virtual world, and completed an open-ended questionnaire. Data from the questionnaire indicated that gender and current computer game use were likely to affect the perceived benefits of using virtual worlds in a classroom setting. Behavior management was seen as being a constraining factor on a pre-service teacher's willingness to use a virtual world in the future. Overall, the results of the study indicate that teachers are both aware of virtual worlds and have an understanding of both their potential advantages and disadvantages within a classroom setting.
Articulating constructionism
Authors: Hoban Garry , Nielsen Wendy , Carceller Charles
Published: January 2025

This conceptual paper analyses several theoretical frameworks for “learning through making” using technology. First, the theoretical framework of Constructionism, which was proposed by Seymour Papert (1987), is discussed which is based on an integration of constructivist views of learning and social views of learning. Second, several instructional design frameworks are analysed and finally a theoretical framework based on Peirce?s (1931) Semiotic Triad is explained. An example of learning through making is provided in the form of a “Slowmation” (abbreviated from “Slow Animation”), which is a new way for preservice teachers to learn science by making a narrated animation. It is a simplified form of stop- motion animation that integrates features of clay animation, object animation and digital storytelling. A theoretical framework then evolves that guides students in learning by creating a sequence of five multimodal representations (the 5 Rs): Representation 1 — research being written notes from summarising a topic; Representation 2 — a storyboard to plan the design of the animation; Representation 3 — making 2D or 3D models; Representation 4 — taking digital still photographs of the models as they are moved manually; and Representation 5 — creating the animation which can include text and a narration. Each of the theoretical frameworks help to explain the learning involved when students design and make an artefact using technology but the most relevant one is Peirce?s (1931) Semiotic Triad. Theoretical frameworks help to explain student learning that occurs through “designing and making” but some have limitations and their use depends on the purpose and context.
Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
Authors: Gregory Sue , Lee Mark J.W. , Ellis Allan , Gregory Brent , Wood Denise , Hillier Mathew , Campbell Matthew , Grenfell Jenny , Pace Steven , Farley Helen , Thomas Angela , Cram Andrew , Sinnappan Suku , Smith Kerrie , Hay Lyn , Kennedy-Clark Shannon , Warren Ian , Grant Scott , Craven David , Dreher Heinz , Mathews Carol , Murdoch Deborah , McKeown Lindy
Published: January 2025

What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.
From neural to social
Authors: Dawson Shane , Macfadyen Leah , Lockyer Lori , Mazzochi-Jones David
Published: January 2025

Notions of what it is to be knowledgeable and skilled in one‘s profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively, communicate effectively, and to be a professional and community leader. While these attributes have always been well regarded, it is only relatively recently that higher education institutions are actively incorporating these skills and attributes into student admissions criteria. In parallel, methods of instruction and course delivery have also changed over time with respect to these driving social paradigms. Today‘s medical schools are expected to both select and develop students in terms of these qualities through socially based pedagogical practices. This paper investigates the admissions criteria that best predict student engagement in a social learning environment and thus the related attributes such as communication, creativity, and leadership. The paper frames this investigation in the scholarship related to 21st century skills and achievement orientations.
Making it real - from the street to the online classroom in police education
Authors: Davies Amanda , Nixon John
Published: January 2025

The design and delivery of effective learning experiences in foundational police practice studies for distance education students is complex and challenging. The many and varied capabilities of computer technologies, in particular the online environment is providing a conduit to connect distance education students with authentic, situated learning experiences and providing a nexus between face to face and distance education police subject delivery. This paper describes the design and implementation of an online module in police investigation studies by Charles Sturt University School of Policing for NSW Police recruit students and the student evaluation of the learning experience. Key findings from the evaluation suggests that online learning delivery which utilises real-time policing scenarios connected the student to the reality of their chosen profession and was preferable to traditional print based curriculum delivery. Further findings from the evaluation informs on future design considerations and the connection between learning opportunities and technologies, a focus of ASCILITE 2010. Importantly, students also suggested that the interactive design of the online modules was compelling, engaging, provided for diverse learner styles whilst allowing for individual rate of progress without fear or favour.
Using virtual worlds to elicit differentiated responses to ethical dilemmas
Authors: Cram Andrew , Gosper Maree , Dick Geoff , Hedberg John
Published: January 2025

Two significant drivers of change within the contemporary educational landscape are the increasing emphasis for learners to gain effective problem solving skills and the ongoing transformation of student interactions through advances in information and communication technologies. One emerging technology, virtual worlds, offers a range of opportunities for the design of activities that involve problem solving. This paper reports the results of a study intended to identify opportunities and limitations of virtual worlds to support activities that involve one type of ill-structured problem, an ethical dilemma. A scenario was designed to utilise the characteristics of the virtual world technology to engage research participants within an ethically toned situation, while facilitating individualised responses to the situation from each participant. The success of the scenario was evaluated according to the extent that differentiated perceptions and responses were elicited from participants. Analysis of three contrasting cases indicates that the scenario did elicit differentiated responses based on the differences in participants' ethical sensitivity and solution paths, although there were some confounding effects from variation in the performance of actors involved in the scenario. The conclusion is that virtual world scenarios can be used to elicit differentiated problem solving responses from participants, thus exhibiting potential to play a significant role in the development of learners' problem solving skills.
Future-focused learning via online anchored discussion, connecting learners with digital artefacts, other learners, and teachers
Authors: Colasante Meg
Published: January 2025

This paper discusses a learning issue of diverging online communications when more convergent, targeted, artefact-specific discussions are required. It contributes to whether anchoring annotations to specific components of digital artefacts helps build conversations useful to learning. While aligning interaction to artefact has been previously noted for its benefits, here it presents in the context of a tool to help achieve this – a new media annotation tool, 'MAT'. Learner analysis, peer discussion and teacher feedback are promoted within this tool, together anchored to an artefact of learning focus in carefully designed cycles of learning. The paper discusses various educational design features of MAT that enable learning by online artefact-centred discussion, including learner use of these features. It draws from a recent case study on video annotation for critical reflection and evaluation of physical education teaching practice. MAT has been evaluated in this context, but requires wider integration and evaluation to determine usefulness for promotion in a range of other academic practices.
The use of social networking sites for foreign language learning
Authors: Clark Cameron , Gruba Paul
Published: January 2025

Despite their spectacular growth in both daily life and mainstream education, little research to date has been conducted concerning the use of social networking sites in foreign language learning. The aim of this study, therefore, is to examine the use of such sites to learn a foreign language. Using an auto-ethnographic approach that included self-aware participation, learner diaries and peer debriefing, we investigated the social networking site Livemocha to study Korean from our perspectives as native speakers and experienced teachers of English. Specifically, we focused our questions on aspects of socio-collaborative principles and practice. Results of a grounded, thematic analysis indicate that the site had number of counter-productive pedagogical impediments to language learning that included, for example, flaws in site design. We conclude our paper with suggestions for improved foreign language learning through social networking sites.
Developing teachers’ understanding of molecular biology
Authors: Boulay Rachel , Parisky Alex , Campbell Chris
Published: January 2025

Molecular biology often uses participation in active research laboratories as a form of educational training. However, this approach to learning severely restricts access. As a way of addressing this need, the University of Hawaii launched a project to expand this model to include newly developed online training materials in addition to a hands-on laboratory experience. This paper further explores the process of material development and assessment plans. A pilot case study of a group of advanced biology teachers who embark on learning molecular biology over a four-month period through online training materials and working side-by-side with medical researchers in a laboratory is described. Teachers were positive in reporting about the many areas they gained instruction in although some feedback suggested that the initial online materials over- emphasised abstract concepts and laboratory techniques and did not adequately connect to the active research problems or local context of most interest to teachers and students. The experiences of the teachers are shared in an effort to gain insight on how teachers perceive their participation in the study.