Welcome to WIRE

(Wolverhampton Intellectual Repository and E-Theses)

WIRE is an open access repository for the research publications and other outputs from postgraduate students and staff at the University of Wolverhampton.

Wolverhampton staff: to deposit your publication to WIRE, go to: https://www.wlv.ac.uk/lib/research/wire/

Use the search box above or the browse function on the left to discover publications from the research community at the University of Wolverhampton.

University students and staff can also search WIRE using LibrarySearch

For further information or help, contact the Scholarly Communications Team at wire@wlv.ac.uk

 

  • Exploring the potential of social media for science learning in Palestine: Educators' perspectives

    Muhtaseb, Rami; Traxler, John; Scott, Howard; Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, UK (Asian Society of Open and Distance Education, 2024-04-29)
    This article reports on the findings of a study that explored educators’ use of social media in formal and informal science education in Palestine, and their perceptions of the integration of the available tools and resources into their formal teaching and learning. The study used semi-structured interviews with 18 educators at three Palestinian educational institutions providing different teaching modes, specifically: formal campus learning, formal blended learning, and informal community learning. The findings of the article indicate that educators place a clear value on the potential of social media to improve many aspects of formal and informal science education. The findings suggest that social media tools, by virtue of their informal and social character, can offer rich venues for effective interactions among different communities, which can be applied as a response to challenges that currently confront the Palestinian educators, students and the community, including a lack of science resources and mobility restrictions. The study provides a foundation for future thinking about the possibilities of investing in informal modes, tools, and structures as viable solutions to address educational challenges in regions experiencing instability.
  • Postdigital citizen science and humanities: A theoretical kaleidoscope

    Jopling, Michael; Stewart, Georgina Tuari; Orchard, Shane; Suoranta, Juha; Tolbert, Sara; Cheilan, Laurene; Yan, Fei; Price, Catherine; Hayes, Sarah; Scott, Howard; et al. (Springer, 2024-06-14)
    This collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen researchers. It suggests that this collective approach is appropriate because both postdigital and citizen research are founded on and committed to collaboration, dialogue, and co-creation, as well as challenging the tenets and approaches of traditional academic research. In particular, it suggests that postdigital transformations in contemporary societies are both changing citizen science and humanities and making it more important.
  • Identification of a theory-practice gap in the education of biomedical scientists

    Dudley, Kathryn; Matheson, David; School of Life Sciences, Faculty of Science and Engineering, University of Wolverhampton, Wolverhampton, United Kingdom (Frontiers Media, S. A., 2024-06-12)
    Introduction: The Biomedical Scientist (BMS) role is established in healthcare, working in laboratory environments to provide diagnostic testing and to monitor treatment effects on a patients’ health. The profession is subject to several professional standards which highlight the importance of working in the best interests of the patient and service user. However, Biomedical Scientists have little or no patient contact. This study aimed to determine how Biomedical Scientists evidence that they meet the professional standards and support the achievement of patient outcomes. Materials and Methods: This study utilised a Delphi method to explore the opinions of professional stakeholders to determine whether there was consensus for how this professional group contributes to patient outcomes and offers evidence that they are working in the best interests of the patient. The qualitative 1st round of the study consisted of focus groups and interviews with staff and students on the BSc Biomedical Science awards, Professional, Statutory and Regulatory body (PSRB) representatives and Biomedical Scientists from the National Health Service (NHS). The first-round responses were analysed using thematic analysis which then generated attitude statements which participants scored using a 5-point Likert scale in the 2nd round. Consensus or divergence of opinion was determined based upon a 70% consensus level within each participant group and overall. Results: Following analysis of the 2nd round data, there was divergence of opinion across all stakeholders, with consensus rates being highest in the Biomedical Scientist group (72.7% of statements reached 70% consensus), followed by the student group (54.5% of statements reached 70% consensus) and lowest in the academic group (40.9% of statements reached 70% consensus). Discussion: This demonstrates a theory-practice gap in both the academic and student groups, suggesting that graduates are insufficiently prepared for their post-graduate role. This gap was particularly evident when discussing topics such as how Biomedical Scientists contribute to patient care, professional registration and working as part of the multi-disciplinary team (MDT). The identification of a theory-practice gap in the education of Biomedical Scientists is a novel finding, indicating that students may graduate with insufficient understanding of the Biomedical Scientist role.
  • Robust silent localization of underwater acoustic sensor network using mobile anchor(s)

    Mourya, Rahul; Dragone, Mauro; Petillot, Yvan; Institute of Sensors, Signals, and Systems, Heirot-Watt University, Edinburgh EH144AS, UK; Institute of Sensors, Signals, and Systems, Heirot-Watt University, Edinburgh EH144AS, UK. (MDPI AG, 2021-02-01)
    Underwater acoustic sensor networks (UWASNs) can revolutionize the subsea domain by enabling low-cost monitoring of subsea assets and the marine environment. Accurate localization of the UWASNs is essential for these applications. In general, range-based localization techniques are preferred for their high accuracy in estimated locations. However, they can be severely affected by variable sound speed, multipath spreading, and other effects of the acoustic channel. In addition, an inefficient localization scheme can consume a significant amount of energy, reducing the effective life of the battery-powered sensor nodes. In this paper, we propose robust, efficient, and practically implementable localization schemes for static UWASNs. The proposed schemes are based on the Time-Difference-of-Arrival (TDoA) measurements and the nodes are localized passively, i.e., by just listening to beacon signals from multiple anchors, thus saving both the channel bandwidth and energy. The robustness in location estimates is achieved by considering an appropriate statistical noise model based on a plausible acoustic channel model and certain practical assumptions. To overcome the practical challenges of deploying and maintaining multiple permanent anchors for TDoA measurements, we propose practical schemes of using a single or multiple surface vehicles as virtual anchors. The robustness of localization is evaluated by simulations under realistic settings. By combining a mobile anchor(s) scheme with a robust estimator, this paper presents a complete package of efficient, robust, and practically usable localization schemes for low-cost UWASNs.
  • Partnering with generative AI to write: The case for research with AI as pedagogy: ‘Staring into nothingness, forever, or...'

    Scott, Howard (BERA, 2024-06-07)
    Among much of the speculation around generative artificial intelligence (GenAI) are oft-repeated concerns about automation and the erosion of human agency, both for teachers and students (Bartoletti, 2022). This may be further extended to the research culture surrounding notions of plagiarism, as publishers use AI to detect authorship by AI. This is an antiquated publication system which relies on Humans-in-the-Loop (that is, any protocol which has human oversight) for peer review, but which itself is flawed. However, in this article the author wants to amplify ‘GenAI in research’ as a pedagogical innovation which emphasises the part of process over product in research.

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