'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. 
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Exploring the use of blogs as learning spaces in the higher education sector

Background The proportion of proposed new treatments that are 'successful' is of ethical, scientific, and public importance. We investigated how often new, experimental treatments evaluated in randomized controlled trials (RCTs) are superior to established treatments. Objectives Our main question was: "On average how often are new treatments more effective, equally effective or less effective than established treatments?" Additionally, we wanted to explain the observed results, i.e. whether the observed distribution of outcomes is consistent with the 'uncertainty requirement' for enrollment in RCTs. We also investigated the effect of choice of comparator (active versus no treatment/placebo) on the observed results. Search methods We searched the Cochrane Methodology Register (CMR) 2010, Issue 1 in The Cochrane Library (searched 31 March 2010); MEDLINE Ovid 1950 to March Week 2 2010 (searched 24 March 2010); and EMBASE Ovid 1980 to 2010 Week 11 (searched 24 March 2010). Selection criteria Cohorts of studies were eligible for the analysis if they met all of the following criteria: (i) consecutive series of RCTs, (ii) registered at or before study onset, and (iii) compared new against established treatments in humans. Data collection and analysis RCTs from four cohorts of RCTs met all inclusion criteria and provided data from 743 RCTs involving 297,744 patients. All four cohorts consisted of publicly funded trials. Two cohorts involved evaluations of new treatments in cancer, one in neurological disorders, and one for mixed types of diseases. We employed kernel density estimation, meta-analysis and meta-regression to assess the probability of new treatments being superior to established treatments in their effect on primary outcomes and overall survival. Main results The distribution of effects seen was generally symmetrical in the size of difference between new versus established treatments. Meta-analytic pooling indicated that, on average, new treatments were slightly more favorable both in terms of their effect on reducing the primary outcomes (hazard ratio (HR)/odds ratio (OR) 0.91, 99% confidence interval (CI) 0.88 to 0.95) and improving overall survival (HR 0.95, 99% CI 0.92 to 0.98). No heterogeneity was observed in the analysis based on primary outcomes or overall survival (I2 = 0%). Kernel density analysis was consistent with the meta-analysis, but showed a fairly symmetrical distribution of new versus established treatments indicating unpredictability in the results. This was consistent with the interpretation that new treatments are only slightly superior to established treatments when tested in RCTs. Additionally, meta-regression demonstrated that results have remained stable over time and that the success rate of new treatments has not changed over the last half century of clinical trials. The results were not significantly affected by the choice of comparator (active versus placebo/no therapy). Authors' conclusions Society can expect that slightly more than half of new experimental treatments will prove to be better than established treatments when tested in RCTs, but few will be substantially better. This is an important finding for patients (as they contemplate participation in RCTs), researchers (as they plan design of the new trials), and funders (as they assess the 'return on investment'). Although we provide the current best evidence on the question of expected 'success rate' of new versus established treatments consistent with a priori theoretical predictions reflective of 'uncertainty or equipoise hypothesis', it should be noted that our sample represents less than 1% of all available randomized trials; therefore, one should exercise the appropriate caution in interpretation of our findings. In addition, our conclusion applies to publicly funded trials only, as we did not include studies funded by commercial sponsors in our analysis.

/pdf/treating-tb-in-people-with-hiv-45po9049i7.pdf

Treating TB in people with HIV

The title of this edited book could seem to suggest it is intended as a guide or handbook for those involved in doctoral education – whether as students, faculty or university administrative office...

Doctoral education: research-based strategies for doctoral students, supervisors and administrators

Writing as craft and practice in the doctoral curriculum: Claire Aitchison and Anthony Paré

Incentivized: Realistic Carrots for Institutional and Student Improvement.

Here we report on a health behavioral support project, using incentivized behavior on a mobile platform through M4JAM. This was a proof of concept study to support further developments, more specifically targeted at the management of tuberculosis and human immunodeficiency virus. The study reported here examines the impact of financial rewards and app toward improving mental health outcomes in South Africa. A total of 136 participants were recruited from a database and dichotomized into self-determined and heteronomous groups based on self-report scores. Overall the findings reported here highlight that personal financial incentives have a role in motivating behavior. The findings are discussed in light of the usefulness of an incentivized mobile platform in real-world practice to encourage mental health improvements in low- to middle-income countries.

/pdf/behavioral-economics-motivating-psycho-education-41rhk6q416.pdf

Behavioral Economics, Motivating Psycho-Education Improvements: A Mobile Technology Initiative in South Africa.

The practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the development of student discourse. Anonymous feedback gathered from both the contributors and readers of the student blog, PsychLiverpool was analysed using automated text analysis. The analysis identified that high levels of positive emotion were associated with PsychLiverpool. Students valued its capacity to trigger thinking and insight, and the social and networking relationships the blog offered. PsychLiverpool empowered students to expand their learning networks outside of their classroom and peer network by connecting them with like-minded students and academics.  By providing students with safe opportunities to develop their skills and networks, it fulfilled their needs for affiliation and achievement, power and reward. The particular advantage of PsychLiverpool was that in operating outside of traditional university processes of assessment and feedback, students were more motivated to write about and engage with academic language on their own terms.

/pdf/student-voices-in-academic-writing-psychliverpool-a-3m3nt7qrhj.pdf

Student voices in academic writing: PsychLiverpool a community for meaning making

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Behavioral Economics, Motivating Psycho-Education Improvements: A Mobile Technology Initiative in South Africa.

Student voices in academic writing: PsychLiverpool a community for meaning making