Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

Am I able? Is it worth it? Adolescent girls' motivational predispositions to school physical education : Associations with health-enhancing physical activity

The study purpose was to investigate predictive associations between adolescent girls’ motivational predispositions to physical education (PE) and habitual physical activity. Two hundred girls (age 13.1 ± 0.6 years) completed the Physical Education Predisposition Scale and the Physical Activity Questionnaire for Older Children. ANCOVAs revealed that girls with the highest Perceived PE Worth and Perceived PE Ability scores were the most habitually active groups (p < .0001). Significant predictors of physical activity identified by hierarchical regression were Perceived PE Ability and body mass index, which accounted for 17% and 3% of variance, respectively. As Perceived PE Ability was strongly associated with physical activity, the correlates of this construct should be further established to inform future school and PE-based interventions.

Does self monitoring of blood blucose as opposed to urinalysis provide additional benefit in patients newly diagnosed with type 2 diabetes receiving structured education? The DESMOND SMBG randomised controlled trial protocol

Background
The benefit of self-monitoring of blood glucose (SMBG) in people with type 2 diabetes on diet or oral agents other than sulphonylureas remains uncertain. Trials of interventions incorporating education about self-monitoring of blood glucose have reported mixed results. A recent systematic review concluded that SMBG was not cost-effective. However, what was unclear was whether a cheaper method of self-monitoring (such as urine glucose monitoring) could produce comparable benefit and patient acceptability for less cost.

Methods/Design
The DESMOND SMBG trial is comparing two monitoring strategies (blood glucose monitoring and urine testing) over 18 months when incorporated into a comprehensive self-management structured education programme. It is a multi-site cluster randomised controlled trial, conducted across 8 sites (7 primary care trusts) in England, UK involving individuals with newly diagnosed Type 2 diabetes.

The trial has 80% power to demonstrate equivalence in mean HbA1c (the primary end-point) at 18 months of within ± 0.5% assuming 20% drop out and 20% non-consent. Secondary end-points include blood pressure, lipids, body weight and psychosocial measures as well as a qualitative sub-study.

Practices were randomised to one of two arms: participants attend a DESMOND programme incorporating a module on self-monitoring of either urine or blood glucose. The programme is delivered by accredited educators who received specific training about equipoise. Biomedical data are collected and psychosocial scales completed at baseline, and 6, 12, and 18 months post programme. Qualitative research with participants and educators will explore views and experiences of the trial and preferences for methods of monitoring.

Discussion
The DESMOND SMBG trial is designed to provide evidence to inform the debate about the value of self-monitoring of blood glucose in people with newly diagnosed type 2 diabetes. Strengths include a setting in primary care, a cluster design, a health economic analysis, a comparison of different methods of monitoring while controlling for other components of training within the context of a quality assured structured education programme and a qualitative sub-study.

Elementary phenomena, body disturbances and symptom formation in ordinary psychosis

In my research, I examined body phenomena in psychosis by exploring onset, triggering events and stabilisation in psychosis. I concluded that body disturbances can be important indicators for the onset of psychosis and, that these disturbances provide a framework for better understanding the recovery from psychosis, particularly in schizophrenia.

A design pattern for responsible information systems education

This paper explores the idea of responsible systems design. To do so, it examines a case study - the accreditation of Information Systems (IS) courses by the professional body. A professionally accredited educational program, like any other non-trivial design product, represents the balancing of competing influences, ideas and stakeholders. The case is particularly relevant because there have been significant changes in the context of Australian IS education recently that have made more complex the task of designing educational systems in a responsible manner. A general approach to addressing this complexity is articulated here as a design pattern to guide IS educational design. The pattern identifies the influences on design, the processes and products of design and the feedback mechanism required to demonstrate that stakeholder requirements are satisfied. Design tensions and principles arising from the model are discussed and future work identified

Magával ragadó interfészek Art Education tanítás és tanulás vegyes valóság virtuális és valós környezetben

How selected next generation technologies support collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape and encourage the interaction of communities of learners in multiple modes, ranging from text and images accessed within the Deakin Studies Online learning management system to a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning.

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

The effects of whole-body vibration on the cross-transfer of strength

This study investigated whether the use of superimposed whole-body vibration (WBV) during cross-education strength training would optimise strength transfer compared to conventional cross-education strength training. Twenty-one healthy, dominant right leg volunteers (21±3 years) were allocated to a strength training (ST, m = 3, f = 4), a strength training with WBV (ST + V, m = 3, f = 4), or a control group (no training, m = 3, f = 4). Training groups performed 9 sessions over 3 weeks, involving unilateral squats for the right leg, with or without WBV (35 Hz; 2.5mm amplitude). All groups underwent dynamic single leg maximum strength testing (1RM) and single and paired pulse transcranial magnetic stimulation (TMS) prior to and following training. Strength increased in the trained limb for the ST (41%; ES = 1.14) and ST + V (55%; ES = 1.03) groups, which resulted in a 35% (ES = 0.99) strength transfer to the untrained left leg for the ST group and a 52% (ES = 0.97) strength transfer to the untrained leg for the ST + V group, when compared to the control group. No differences in strength transfer between training groups were observed (P = 0.15). For the untrained leg, no differences in the peak height of recruitment curves or SICI were observed between ST and ST + V groups (P = 1.00). Strength training with WBV does not appear to modulate the cross-transfer of strength to a greater magnitude when compared to conventional cross-education strength training.

Physical Education can improve insulin resistance: The LOOK randomized cluster trial

Purpose
As impaired glucose metabolism may arise progressively during childhood, we sought to determine whether the introduction of specialist-taught school physical education (PE) based on sound educational principles could improve insulin resistance (IR) in elementary school children.

Methods
In this 4-yr cluster-randomized intervention study, participants were 367 boys and 341 girls (mean age = 8.1 yr, SD = 0.35) initially in grade 2 in 29 elementary schools situated in suburbs of similar socioeconomic status. In 13 schools, 100 min·wk−1 of PE, usually conducted by general classroom teachers, was replaced with two classes per week taught by visiting specialist PE teachers; the remaining schools formed the control group. Teacher and pupil behavior were recorded, and measurements in grades 2, 4, and 6 included fasting blood glucose and insulin to calculate the homeostatic model of IR, percent body fat, physical activity, fitness, and pubertal development.

Results
On average, the intervention PE classes included more fitness work than the control PE classes (7 vs 1 min, P < 0.001) and more moderate physical activity (17 vs 10 min, P < 0.001). With no differences at baseline, by grade 6, the intervention had lowered IR by 14% (95% confidence interval = 1%–31%) in the boys and by 9% (95% confidence interval = 5%–26%) in the girls, and the percentage of children with IR greater than 3, a cutoff point for metabolic risk, was lower in the intervention than the control group (combined, 22% vs 31%, P = 0.03; boys, 12% vs 21%, P = 0.06; girls, 32% vs 40%, P = 0.05).

Conclusions
Specialist-taught primary school PE improved IR in community-based children, thereby offering a primordial preventative strategy that could be coordinated widely although a school-based approach.

'Global’ is not just ‘out there’ but also ‘right here’: expectations and experiences in internationalised and globalised higher education

This paper reports on a study that took a cross-disciplinary and cross-institutional approach to investigate postgraduate student expectations and experiences in internationalised and globalised higher education. The researchers drew on Giddens’ theory of structuration1. They explored the way samples of specialist medicine trainees in the UK and pre-service teacher education students in Australia identify and make meaning of their circumstances in an era that is increasingly characterised by greater internationalisation of the student body and more globalised curricula. In this paper, we discuss some of the tensions students reported encountering, and propose several ways in which such tensions might be counteracted.

Connecting with carnival : developing critical business education through reflective writing

In response to recent criticisms, and following a sustained effort by Critical Management Scholars, business education, especially the MBA, is increasingly taking seriously the idea that it needs to enable students to develop the capacities of critical and reflective thought. One method in particular is suggested as meeting this end; reflective writing. The aim of this current paper is to consider if this method lives up to the promise of developing critical and reflective coporate citizens. Using a body of critical theory on reflective practice, I argue that reflective writing as done by students tends to be a Truth posing exercise. This is insufficient to the end that critical scholars envision. My aim with this paper is to introduce a new form of reflective writing. Drawing on the based on Bakhtin's (1984) notion of carnival, I argue for a dialogical text in which different voices and perspectives jostle and claim that this is productive of texts that grant autonomy to the reader to make meaning. This form of writing is more conductive to the constitution of ethical and critical thinking than are the current truth books (Masschelein, 2006) that dominant reflective writing. I illustrate this through my experiences introducing reflective writing in an undergraduate accounting unit and to an MBA. I argue that the latter is more dialogical and carnivalistic as the reflective writing is a joint effort.

Enriching interdisciplinary connections : student engagement in theory and practice in higher education programs in Australia and the UK

This paper provides insight into how postgraduate students in two pre-service disciplines, namely medicine and education, identify and make meaning of their circumstances in the globalised era of tertiary education.
Drawing on elements of Giddens’ theory of structuration, we discuss some of the tensions students have reported encountering in an era which is characterised by greater internationalisation of the student body and more globalised curricula.

Thinking with the body: Mind and movement in the work of Wayne McGregor | Random Dance

Thinking with the Body was an exhibition at London's Wellcome Collection, offering a glimpse into Wayne McGregor | Random Dance's interdisciplinary research and the impact it has in the rehearsal studio. Staged in the run-up to the first performances of Atomos at Sadler's Wells (Oct 2013), the exhibition featured the results of over a decade of interdisciplinary research into choreographic creativity which has been applied in the studio, in dance education, and to increase public understanding.

Wellcome Collection is a free visitor destination exploring the connections between medicine, life and art in the past, present and future. Wellcome Collection is part of the Wellcome Trust, a global charitable foundation dedicated to achieving improvements in human and animal health.

The exhibition finished on 27 October 2013, but the film exhibits are still available to view online.

Trends in body mass index according to educational attainment for urban Australian adults between 1980 and 2007

BackgroundWe have previously demonstrated that between the years 1980 and 2000, the mean body mass index (BMI) of the urban Australian population increased, with greater increases observed with increasing BMI. The current study aimed to quantify trends over time in BMI according to education between 1980 and 2007.MethodsWe compared data from the 1980, 1983 and 1989 National Heart Foundation Risk Factor Prevalence Studies, 1995 National Nutrition Survey, 2000 Australian Diabetes, Obesity and Lifestyle Study and the 2007 National Health Survey. For survey comparability, analyses were restricted to urban Australian residents aged 25-64 years. BMI was calculated from measured height and weight. The education variable was dichotomised at completion of secondary school. Four age-standardised BMI indicators were compared over time by sex and education: mean BMI, mean BMI of the top five percent of the BMI distribution, prevalence of obesity (BMI⩾30 kg/m(2)), prevalence of class II(+) obesity (BMI⩾35 kg/m(2)).ResultsBetween 1980 and 2007, the mean BMI among men increased by 2.5 kg/m(2) and 1.7 kg/m(2) for those with low and high education levels, respectively, corresponding to increases in obesity prevalence of 20(from 12% to 32%) and 11(10% to 21%) %-points. Among women mean BMI increased by 2.9 kg/m(2) and 2.4 kg/m(2) for those with low and high education levels respectively, corresponding to increases in obesity prevalence of 16(12% to 28%) and 12(7% to 19%) %-points. The prevalence of class II(+) obesity among men increased by 9(1% to 10%) and 4(1% to 5%) %-points for those with low and high education levels, and among women increased by 8(4% to 12%) and 4(2% to 6%) %-points. Absolute and relative differences between education groups generally increased over time.ConclusionsEducational differences in BMI have persisted among urban Australian adults since 1980 without improvement. Obesity prevention policies will need to be effective in those with greatest socio-economic disadvantage if we are to equitably and effectively address the population burden of obesity and its corollaries.International Journal of Obesity accepted article preview online, 16 March 2015. doi:10.1038/ijo.2015.27.

Responding to human full-body gestures embedded in motion data streams.

 This research created a neural-network enabled artificially intelligent performing agent that was able to learn to dance and recognise movement through a rehearsal and performance process with a human dancer. The agent exhibited emergent dance behaviour and successfully engaged in a live, semi-improvised dance performance with the human dancer.