• The AIR model (Activities, Internal world, Relationships): a pragmatic framework for evaluating co-design

      Gosling, Julie; Craven, Michael; Dening, Tom; Coleston-Shields, Dons; Aberturas, Adriana; Martin, Sandra; Munoz, Marcos; Ruiz, Guillermo; Bueno, Yolanda; Almedia, Rosa; et al. (TUD press, 2019-11-13)
      A pragmatic model, AIR (Activities; Internal world; Relationships), is presented for co-design of technologies and products to support well-being of people living with dementia. This model, co-developed with people with lived experience, is aimed at including psychosocial aspects in the prototype development process. The model is then related to a form of mindful evaluation framework that can be employed during the prototype testing of co-designed solutions. The components of this evaluation framework and associated instruments are described.
    • Applying data correction to strap mounted accelerometers

      Smith, Tina; Baker, Michael; Foster, Richard (International Society of Biomechanics, 2017-07-23)
      The tissue underlying skin mounted accelerometers introduces errors to the data they collect [1]. As a consequence various data correction attempts have been made to minimise the effect of local tissue-accelerometer vibration [1,2]. However, accelerometers are not always mounted directly onto the skin. It is often impractical to do so for studies that measure activities during day-to-day living where strap mounting may be a more common attachment method. Therefore an understanding of the response of strap mounted accelerometers is also necessary. As the straps surround irregular shaped body segments strap mounted accelerometers may suffer from poor coupling when compared to skin mounted accelerometers, as well as additional vibration of the strap and pre-loading effects of tissue due to strap tension. This can be especially prevalent for straps around the waist, mounting accelerometers to measure motion at the spine. The aim of this study was to investigate whether the damped frequency (fd) and the logarithmic decrement (δ) of the local system (accelerometer, strap and local tissue) can be estimated so that the Smeathers’ method of data correction [2] can be applied to strap mounted accelerometers at the lumbar spine.
    • Associations between bone loading due to daily activity and hip bone mass and structure

      Smith, Tina; Metsios, George; Baker, Michael; Foster, Richard; Luo, Jin (International Society of Biomechanics, 2019-07-31)
      Bone loading due to daily physical activity over one week, was quantified from accelerometer data. Moderate-to-vigorous loading was positively associated with bone health of the left proximal femur. Adopting this level of activity in daily living may have sustained benefits for healthy ageing of bone.
    • Blogging for beginners? Using blogs and eportfolios in Teacher Education.

      Hughes, Julie; Purnell, Emma (Lancaster: Lancaster University, Department of Educational Research, 2008)
      This paper explores the use of an eportfolio and an educational blog within, and beyond, a professional pre-service teacher education programme, the Post-Graduate Certificate in Education (PGCE) for the post-compulsory sector. Writing within dialogic storytelling practices in an online environment allows student teacher development and identity to be seen “as a gradual ‘coming to know’” (Winter, 2003, p.120) dependent upon connections and interactions with others through both text and non-text formats such as metaphor, music and video. The authors explore their personal experiences as teacher (Julie) and learner (Emma) and eportfolio’s potential for longer term impact on and in their professional teaching lives.
    • Cyber-disability hate cases in the UK: the documentation by the police and potential barriers to reporting

      Alhaboby, Zhraa A.; Al-Khateeb, Haider M.; Barnes, James; Jahankhani, Hamid; Pitchford, Melanie; Conradie, Liesl; Short, Emma (SpringerCham, Switzerland, 2021-05-21)
      Disability hate crime is under-reported in the UK with perceived lim-ited support given to the victims. The use of online communication resulted in cyber-disability hate cases, recognised by the Police with the addition of an ‘online-flag’ in the documentation. However, the cases remain under-reported, with potential individual, societal and organisational barriers to reporting espe-cially during a pandemic. This paper aims to contextualise the reporting of cyber-disability hate cases, identify potential barriers, and provide recommendations to improve support to victims by the Police. The retrospective examination was car-ried out on disability-related cyber incidents documented by a police force in the UK for 19 months. Among 3,349 cyber-crimes, 23 cases were included. The anal-ysis covered descriptive statistics and qualitative document analysis (QDA). Only 0.7% of cyber incidents or 6.7% of cyber-hate incidents were disability re-lated. The age of victims ranged between 15 and 61 years, with a mean of 25.8 years. Most of the victims (78%) were from White ethnic background, and the majority were females (61.5%). Three overarching themes emerged from the qualitative data as influencers of reporting or documentation, these were: psy-chological impact, fear for safety, and the type of disability. Cyber-offences re-sulted in a serious impact on wellbeing, however, cases that included people with visible disabilities were more documented. Further awareness-raising targeting the police and public is needed to understand the impact of cyber-offences and recognise the different types of disabilities, which might encourage both report-ing and documentation.
    • Developing Nurses’ Understanding of the Use of Theoretical Frameworks in Doctoral Research

      Walker, Wendy (European Federation of Nurse Educators (FINE) conference 2018, 2017)
      Building nursing research capacity is a strategic goal in Europe; the essence of which is the preparation of scholarly leaders who can inform, enrich, and deliver the evidence-base of nursing policy and practice (World Health Organization 2015). The nurse educator plays a pivotal role in providing quality supervision to the student researcher, and a dynamic, trusting relationship is a prerequisite for excellence (Severinsson 2015). Constructive dialogue and debate is a healthy feature of the research supervision process (Murphy and Wibberley 2017), fostering critical thinking, informed understanding, and critique. It is not unusual to deliberate the use of a theoretical framework as this can provide guidance for the researcher, and structure to the area of research interest. However, a lack of understanding may be encountered due to a paucity of subject-related literature (Green 2014). This presentation illustrates the use of theoretical frameworks in qualitative research by drawing on two studies, respectively carried out as a doctoral and postdoctoral scholar. The studies are distinct, thus providing contrasting examples of: identifying and applying an existing theoretical framework (study one) and the development and use of a unique theoretical framework (study two). Developing nurses’ understanding of theoretical frameworks in research should form part of the doctoral education and training programme, for the purposes of planning a research study, and producing trustworthy discipline-specific knowledge.
    • Digital vs. Hard Copy? A Preliminary Study of Reading Style in Children Using Touch Screen and Paper Books

      Uther, M; Ross, K; Randell, J; Pye, R (Springer International Publishing, 2019-07-04)
      © 2019, Springer Nature Switzerland AG. The use of touch screen storybooks for children allows reading to be transformed into an interactive multimedia experience, in which text is augmented by animations, sound effects, and games. The present study is a follow-up to an earlier study [1] which found that touch screen storybooks negatively affected child readers’ comprehension but resulted in more emotional engagement. Ross et al.’s earlier study used visual observations to determine the level of emotional engagement. The current study extends those findings to examine the acoustic and prosodic indices of speech whilst children are reading. It was hypothesized that if touch screens were more emotionally engaging, this may express itself in greater pitch variability in the read speech. Also, if reading were more task-focused, then this might express in more careful (and hence more disfluent) paper-based material. Very preliminary analysis on a small selection of speech samples from 5 participants aged 6–7 years in the Ross et al. [1] study show greater pitch range variability with paper-based storybooks as compared to touch-screen interactive versions. On the other hand, there appeared to be less variation in speech and articulation rate in the paper-based books compared to touch screen books. This was also coupled by a tendency for greater overall phonation rate and an increased speech and articulation rate in the paper-based condition, which may reflect a more fluid style for paper-based book reading. Discussion of these preliminary findings focuses on the future lines of enquiry and reflections on children’s reading style using different mediums.
    • Empowering the Student Voice through Mentoring: How to Develop a Student Mentoring Scheme

      Bates, Mathew; Cureton, Debra (University of Wolverhampton, 2008)
    • Enabling Employability through inclusive placement learning

      Thompson, David (European Educational Research Association, 2019-07-18)
      The participation and experiences of disabled students in higher education has been the focus of attention in recent years (HEFCE,2018; Equality Challenge Unit and the Higher Education Academy, 2010; Brewster, 2016) in the United Kingdom. Across Europe there is a recognition that inclusive education and associated best practice is needed to facilitate the study of students with SEN/disabilities (European Agency for Special Needs and Inclusive Education, 2016). Both the EU and national governments support and acknowledge the inclusion of under-represented groups in higher education and the active engagement of disabled people in higher education, supported by the European Disability Strategy and the United Nations convention of the Rights of Persons with Disabilities (Riddell, no date).
    • Extracting nudge test parameters from noisy skin mounted accelerometer data

      Smith, Tina; Foster, Richard; Baker, Michael (International Society of Biomechanics, 2019-07-31)
      To correct for soft tissue artefacts in skin mounted accelerometers a transmissibility function can be applied to the data. This function is quantified by analysis of the acceleration-time data from the response to a nudge test; however this data can often be noisy. An application of Fourier analysis can be used to filter the acceleration-time data of the nudge test response. This allows accurate recreation of the signal to determine the required transmissibility function.
    • How does foreigner-directed speech differ from other forms of listener-directed clear speaking styles?

      Hazan, Valerie; Uther, Maria; Grunlund, Sonia (University of Glasgow, 2015-08-10)
      Forty talkers participated in problem-solving tasks with another talker in conditions differing in communication difficulty for the interlocutor. A linguistic barrier condition (L2 interlocutor) was compared to acoustic barrier conditions (native interlocutors hearing vocoded or noisy speech). Talkers made acoustic-phonetic enhancements in all barrier conditions compared to the no-barrier condition, but talkers reduced their articulation rate less and showed less increase in vowel hyperarticulation in foreigner-directed speech than in the acoustic barrier condition, even though communicative difficulty was greater in the L2 condition. Foreigner-directed speech was also perceived as less clear. This suggests that acoustic enhancements in clear speech are not simply a function of the level of communication difficulty.
    • How to De-programme a University Student

      Thompson, David W. (2016-06-30)
       This paper has been inspired by a new module I began teaching for Education Studies students and is based upon (1) comments from students throughout the module, (2) a focus group at the end of the module, and (3) reflective diaries of my own thoughts.  The title is deliberately chosen to be provocative and to appeal to colleagues’ inquisitive nature and curiosity. This is very much the start of a process for me and I do not claim to have expert knowledge on de-programming (whatever that may mean), or for that matter even if we should even attempt this!
    • “I’m not a child, I’m an adult!” This is Kelly’s story

      Drozd, Mary (Royal College of Nursing, 2017-09-01)
    • Keynote: A History of Word Cup Posters 1930-2014’ Future Football: a design for life

      Williams, Jean (Football Collective, 2016-11)
      The game has never been more popular than it is today. The opinion of the fans within a stadium has moved from a post-match analysis on the radio, listening from home or in the car, into different modes of communication. Football is consumed and prosumed in both offline and online life. The places now range from discussions debated in pubs across tables, to within watsapp groups, on Facebook and through the multitude of football blogs – at the tips of our fingers. In fact fan groups are now merging the acts of consumption and production and generating businesses based around football. Furthermore, we have not mentioned the saturation of media productions available. Web 2:0 technology and global media have made football accessible again (albeit not the same as when you could bump into Peter Osgood at the height of his fame in a local pub in Windsor). Footballers have a range of social media platforms to engage with fans, referee’s have Twitter accounts and the Premier League now aim to deliver football and physical education is every English Primary School. Football is part of everyday participation. Yet behind the looking glass there are huge issues that will dictate its future. European economic downturns, policy driven austerity, the destabilising of the traditional European powerbase to the Global South, corruption throughout the game from the highest level to grassroots. These are the times that will dictate the path of its future. The purpose of “Future Football: a design for life”, is to discuss these issue, challenges and opportunities and as a group collectively debate this agenda and add an academic rigor to, perhaps only slightly, enrich the game and ensure it takes the moral inclusive path. The conference does not set out to be a mainstream academic conference. But it is about discussing academic research that (i) is being proposed as a potential option for the collective group to understand an existing context or tackle an existing issue (ii) is being planned you intend to undertake, for feedback on proposed methodological questions, (iii) has been undertaken, to share findings and gain insight and feedback on data analysis, representation, potential journal outputs or (iv) has been published, to share findings and discuss future research needs. Importantly, the conference aims to help generate a collective critical mass to support the academic study of football. The conference should be about moving forward and creating collective action and collaboration, whether on referees, players and agents, policy, funding, pitches, stadia, finance, management, governance or playing styles and more. Essentially the conference should be grow organically in terms of agenda and discussion. The conference is designed to offer opportunities for all to present research, research ideas, potential projects, innovative methods of data collection or public engagement. The agenda is very much set by the group.
    • Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.

      Hughes, Julie (The Australasian Society for Computers in Learning in Tertiary Education (ascilite), 2008)
      E-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49).
    • Making the case for lifelong learning: PIAAC and policy change

      Tuckett, Alan (2018-11-28)
      My paper looks first at why learning through the adult lifespan is important and valuable for individuals, communities, companies and for governments. Secondly, it looks at the relationship between the range of challenges facing countries in the light of economic, technological and demographic change, and the available evidence of adults’ competence to address those challenges. For this it draws heavily on the very rich evidence in the OECD Programme of International Assessment of Adult Competences (PIAAC) (OECD 2013). The paper notes PIAAC’s primary focus on skills related to the labour market and productivity, and its useful survey of aspects of social capital. It complements this by considering other forms of quantifiable data, and qualitative studies relevant to policy making that affect a wider range of lifelong and life-wide learning. These include looking at evidence from longitudinal studies, more targeted surveys, and the rich range of narratives drawn on in advocacy work.
    • Managing disclosures of violence on university campus: developing a safe environment to report abuse and gendered aggression

      Morgan, Angela; Lyle, Chris; Stonard, Karlie (Macquarie University, 2018-06-16)
      The context: Gendered violence on Campus: Changing the Culture (UUK, 2015) Our response: research survey of staff and students Our recommendation: Bystander Initiative awareness training