by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

How to ... be a reflective practitioner.

Next generation sequencing (NGS) technology has revolutionized genomic and genetic research. The pace of change in this area is rapid with three major new sequencing platforms having been released in 2011: Ion Torrent’s PGM, Pacific Biosciences’ RS and the Illumina MiSeq. Here we compare the results obtained with those platforms to the performance of the Illumina HiSeq, the current market leader. In order to compare these platforms, and get sufficient coverage depth to allow meaningful analysis, we have sequenced a set of 4 microbial genomes with mean GC content ranging from 19.3 to 67.7%. Together, these represent a comprehensive range of genome content. Here we report our analysis of that sequence data in terms of coverage distribution, bias, GC distribution, variant detection and accuracy. Sequence generated by Ion Torrent, MiSeq and Pacific Biosciences technologies displays near perfect coverage behaviour on GC-rich, neutral and moderately AT-rich genomes, but a profound bias was observed upon sequencing the extremely AT-rich genome of Plasmodium falciparum on the PGM, resulting in no coverage for approximately 30% of the genome. We analysed the ability to call variants from each platform and found that we could call slightly more variants from Ion Torrent data compared to MiSeq data, but at the expense of a higher false positive rate. Variant calling from Pacific Biosciences data was possible but higher coverage depth was required. Context specific errors were observed in both PGM and MiSeq data, but not in that from the Pacific Biosciences platform. All three fast turnaround sequencers evaluated here were able to generate usable sequence. However there are key differences between the quality of that data and the applications it will support.

/pdf/a-tale-of-three-next-generation-sequencing-platforms-kwlq74rwzb.pdf

A tale of three next generation sequencing platforms: comparison of Ion Torrent, Pacific Biosciences and Illumina MiSeq sequencers.

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Flow The Psychology Of Optimal Experience

Learning analytics is a significant area of technology-enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.

/pdf/learning-analytics-drivers-developments-and-challenges-217xn78a36.pdf

Learning analytics: drivers, developments and challenges

Vaccination is a cornerstone of global public health. Although licensed vaccines are generally extremely safe, both experimental and licensed vaccines are sometimes associated with rare serious adverse events. Vaccine-enhanced disease (VED) is a type of adverse event in which disease severity is increased when a person who has received the vaccine is later infected with the relevant pathogen. VED can occur during research with experimental vaccines and/or after vaccine licensure, sometimes months or years after a person receives a vaccine. Both research ethics and public health policy should therefore address the potential for disease enhancement. Significant VED has occurred in humans with vaccines for four pathogens: measles virus, respiratory syncytial virus, Staphylococcus aureus, and dengue virus; it has also occurred in veterinary research and in animal studies of human coronavirus vaccines. Some of the immunological mechanisms involved are now well-described, but VED overall remains difficult to predict with certainty, including during public health implementation of novel vaccines. This paper summarises the four known cases in humans and explores key ethical implications. Although rare, VED has important ethical implications because it can cause serious harm, including death, and such harms can undermine vaccine confidence more generally – leading to larger public health problems. The possibility of VED remains an important challenge for current and future vaccine development and deployment. We conclude this paper by summarising approaches to the reduction of risks and uncertainties related to VED, and the promotion of public trust in vaccines.

Vaccine-enhanced disease: case studies and ethical implications for research and public health

This paper considers the potential for scaffolding learning in openended learning environments using a robotic tutor and an open learner model. While we expect this approach to be more broadly applicable, we here illustrate with a map-reading activity in geography and/or environmental sciences. The paper presents issues raised in open-ended teacher interviews, which suggest real possibilities for incorporating a robotic tutor together with an open learner model in the classroom.

/pdf/teacher-perspectives-on-the-potential-for-scaffolding-with-1md8ekxk7m.pdf

Teacher Perspectives on the Potential for Scaffolding with an Open Learner Model and a Robotic Tutor.

Student/system negotiation provides students with the opportunity to assume more responsibility for their own learning. This paper discusses the notion of targeted negotiation, an approach to providing negotiation for specific purposes in intelligent learning environments (ILEs). This targeted negotiation may potentially be aimed at a variety of aspects of ILEs; the object of negotiation will depend on what is appropriate for the particular learning environment. As examples we illustrate two approaches by referring to two systems which employ negotiation for different functions. In one, the object of negotiation is the application of domain knowledge, and the domain knowledge itself. In this system this is necessary because the domain is creative. In the second ILE it is the contents of the student model which are negotiable; here the process is aimed at increasing learner awareness and reflection, thus learning, rather than the domain, is the target of negotiation.

Using Targeted Negotiation to Support Students' Learning

Inspectable (open) learner models have been in use for some time now We present views of the learner model that have become more common, such as skill meters and concept maps; and introduce developments in less common interfaces for open learner models including the use of animation, audio and haptic feedback, and user-constructed learner model views.

Interfaces for inspectable learner models

Supporting Teachers in Capturing and Analyzing Data in the Technology-Rich Classroom

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