Search

BACKGROUND: The shortage of nursing and healthcare clinical placements has prompted the investigation of ways to supplement authentic learning. Mobile mixed reality has become increasingly available, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. OBJECTIVE: To examine how mobile mixed reality facilitates critical thinking in nursing and healthcare higher education. DESIGN: Systematic review. REVIEW METHODS: A search in seven databases (MEDLINE, PsychINFO, AMED, ERIC, Scopus, Cochrane, and Web of Science) was conducted with 3488 titles and abstracts screened. The quality of the included studies was evaluated using the Mixed Methods Assessment Tool (MMAT). RESULTS: A total of 12 studies with 1108 participants were included. The breadth of healthcare disciplines was limited to five disciplines that utilised bespoke scenarios on head-mounted displays. Most scenarios were emergency or critical response, with limited time for pre-brief, debrief, or overall user time. Only two studies directly measured critical thinking, with others including indirect reference to diagnoses, interpretation, analysis, or evaluation of healthcare scenarios. Affordances and design principles for the future development of mobile mixed reality for critical thinking in nursing and healthcare higher education are identified. CONCLUSIONS: While some pedagogical affordances of mobile mixed reality can be identified in a narrow number of healthcare disciplines, there remain to be limited valid measures of critical thinking used to quantify effectiveness. Future studies would benefit from considering scenarios beyond emergency and critical responses, including longitudinal studies that reflect the development of critical thinking over time, and exploration of co-designed scenarios with and by nursing and healthcare students.

Follicular Lymphoma (FL) treatment initiation is largely determined by tumor burden and symptoms. In the pre-rituximab era, the Group d'Etude des Lymphomes Folliculaires (GELF) developed widely adopted criteria to identify high tumor burden FL patients to harmonize clinical trial populations. The utilization of GELF criteria (GELFc) in routine therapeutic decision-making is poorly described. This multicenter retrospective study evaluated patterns of GELFc at presentation and GELFc utilization in therapeutic decision-making in newly diagnosed, advanced stage rituximab-era FL. Associations between GELFc, treatment given, and patient survival were analyzed in 300 eligible cases identified between 2002-2019. 163 (54%) had ≥1 GELFc at diagnosis. The presence or cumulative number of GELFc did not predict PFS in patients undergoing watch-and-wait (WW) or those receiving systemic treatment. Of interest, in patients with ≥1 GELFc, 16/163 (10%) underwent initial watch-and-wait (comprising 22% of the watchand- wait cohort). In those receiving systemic therapy +/- radiotherapy, 74/215 (34%) met no GELFc. Our data suggest clinicians are using adjunctive measures to make decisions regarding treatment initiation in a significant proportion of patients. By restricting FL clinical trial eligibility only to those meeting GELFc, reported outcomes may not be applicable to a significant proportion of patients treated in routine care settings.

Population-based studies have demonstrated a high risk of second cancers, especially of the skin, among patients with chronic lymphocytic leukaemia (CLL). We describe age-standardised incidence ratios (SIRs) of second primary malignancies (SPM) in Australian patients with relapsed/refractory CLL treated with at least two lines of therapy, including ibrutinib. From December 2014 to November 2017, 156 patients were identified from 13 sites enrolled in the Australasian Lymphoma and Related Diseases Registry, and 111 had follow-up data on rates of SPM. At 38.4 months from ibrutinib therapy commencement, 25% experienced any SPM. SIR for melanoma and all cancers (excluding nonmelanomatous skin cancers) were 15.8 (95% confidence interval (CI): 7.0-35.3) and 4.6 (95% CI: 3.1-6.9) respectively. These data highlight the importance of primary preventive interventions and surveillance, particularly as survival from CLL continues to improve.

This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.

This concise paper reports on the development of a Design-Based Research PhD project that explores the potential of virtual reality and digital pedagogies to enhance reflexivity in the context of religious education and cultural diversity awareness. The research is based in a Norwegian context and aims to develop transferable design principles for enhancing reflexivity in religious education for student teachers. The paper outlines the context, design framework, initial prototype intervention, initial participant feedback, as well as next steps in the research.

Comprehensive clinical characteristics of Australian patients with classical Hodgkin Lymphoma (cHL) have not previously been systematically collected and described. We report real-world data of 498 eligible patients from the first 5 years of the Lymphoma and Related Diseases Registry (LaRDR), including baseline characteristics, histologic subtype, and treatment patterns in first-line therapy. Patient demographics and distribution of histopathological subtypes of cHL are similar to reported international cohorts. Doxorubicin, bleomycin, vinblastine, and dacarbazine (ABVD) was the most common therapy for both early and advanced-stage disease, and 48% of patients with the early-stage disease received radiotherapy. Treatment patterns are consistent with international guidelines. In comorbid patients ≥60 years of age with advanced-stage disease, there is greater variation in treatment. In patients with a recorded response, the objective response rate (ORR) was 96% in early-stage disease, and 88% in advanced-stage disease. Early progression-free survival data suggest Australian patients with cHL have good outcomes, similar to other international studies.

The need for education research to explore ‘real world’ learning impact for stakeholders is now more pressing than ever as we navigate perpetual shifting educational experience in situational contexts driven by rapid technology changes and environmental change. Design-based research (DBR) is a pragmatic methodology that promotes a proactive educational enquiry to implement theories of learning and teaching. To address a pedagogical problem or innovation, the DBR methodological framework incorporates four research phases including 1) analysis of a practical problem, 2) development of an innovative solution, 3) implementation of iterative research action cycles, and 4) final analysis and reflection. These phases enable the possibility of growth and evolution of both education theory and knowledge contribution using a practical approach. The ultimate aim of DBR is to generate useful knowledge by applying cycles of both action and inquiry in a situated context. Outputs of DBR commonly fall into two categories including a) tangible practical outcomes such as a design artefact to improve learning, and b) non-tangible outputs in the form of final design principles and progressive societal contributions. In this sense, local knowledge can still contribute to social learning practices more broadly. The flexible ethos of DBR extends to the generation of outputs, as there is potential to use quantitative, qualitative, or mixed methods when using DBR. The DBR framework allows a malleable way to problem solve changing educational issues. While progressively drawing upon current literature to improve iterative learning outputs, the process of DBR integrates ‘design thinking’ to understand what stakeholders need in specific contexts by fostering empathy and cultural awareness. DBR invites the ‘messiness and complexity’ of educational settings by not shying away from giving attention to the uncontrollable variables that stakeholders may bring to research action cycles. Thus DBR has

Despite widespread vaccination rates, we are living with high transmission rates of SARS-CoV-2. Although overall hospitalisation rates are falling, the risk of serious infection remains high for patients who are immunocompromised because of haematological malignancies. In light of the ongoing pandemic and the development of multiple agents for treatment, representatives from the Haematology Society of Australia and New Zealand and infectious diseases specialists have collaborated on this consensus position statement regarding COVID-19 management in patients with haematological disorders. It is our recommendation that both patients with haematological malignancies and treating specialists be educated regarding the preventive and treatment options available and that patients continue to receive adequate vaccinations, keeping in mind the suboptimal vaccine responses that occur in haematology patients, in particular, those with B-cell malignancies and on B-cell-targeting or depleting therapy. Patients with haematological malignancies should receive treatment for COVID-19 in accordance with the severity of their symptoms, but even mild infections should prompt early treatment with antiviral agents. The issue of de-isolation following COVID-19 infection and optimal time to treatment for haematological malignancies is discussed but remains an area with evolving data. This position statement is to be used in conjunction with advice from infectious disease, respiratory and intensive care specialists, and current guidelines from the National COVID-19 Clinical Evidence Taskforce and the New Zealand Ministry of Health and Cancer Agency Te Aho o Te Kahu COVID-19 Guidelines.

This research paper explores the ability of social media platforms, specifically Facebook pages such as UTS Confessions to influence student belonging – by providing opportunities for students to engage in the university community and build a sense of belonging. This study considers the effects of the COVID-19 pandemic on both university and online experiences and highlights the importance of university intervention in online platforms to enhance student support and engagement. By examining relevant literature and conducting interviews with students, alumni, and staff, the study provides insights and recommendations for how universities cn interact with Facebook pages to help foster a sense of belonging.

Producing and disseminating knowledge is core university business and a collaborative, global activity engaging multiple stakeholders including universities, researchers, governments, Indigenous communities, commercial bodies and the public. While ownership of university inventions attracts scholarly and policy attention, effective management of copyright in research outputs is also necessary to maximise the benefits of publicly funded research, but often neglected. This article explains current dynamics in academic publishing and research ownership. It seeks to explain the complex interface of copyright law, university policies, academic customary practices, Enterprise Bargaining Agreements (EBA), research funder mandates and policies, the guidelines and policies that pertain to Indigenous research, and publishing contracts. The article concludes with proposals for copyright management to maximise opportunities for greater public benefit from Australian research.

Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. COVID-19 Adversity to Opportunity Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021). In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to heal

Venetoclax, a potent B-cell lymphoma-2 (BCL-2) inhibitor, has demonstrated clinical efficacy in chronic lymphocytic leukemia (CLL). VENICE II is an open-label, single-arm, phase 3b study (NCT02980731) evaluating the impact of venetoclax monotherapy (400 mg once daily) for ≤2 years on health-related quality of life (HRQoL) of patients with relapsed/refractory CLL. The primary endpoint was mean change in the global health status (GHS)/quality of life (QoL) subscale of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 30 (EORTC QLQ-C30) from baseline to Week 48. Overall, 210 patients received ≥1 dose of venetoclax; median treatment duration was 67.4 weeks. The primary endpoint was met with mean improvement of +9.3 points (n = 156, 95% confidence interval 6.1-12.5; p=.004) in GHS/QoL. At Week 48, clinically meaningful improvements were observed for role functioning, fatigue, and insomnia domains of EORTC QLQ-C30, suggesting venetoclax monotherapy has a positive impact on HRQoL. No new safety signals were reported.

This collaborative autoethnographic story of #DataCreativities articulates data traces found within the rapid move online in education and creative sectors in Melbourne, Australia. As a result of the lockdowns imposed to combat the initial spread of COVID-19, this collaboratory began within the anxieties of 2020. #DataCreativities takes a data-related approach to understanding the fast-paced shift to making, learning, teaching, and living in a crisis through research and art. Twelve months on, we figure (out) our own data and practice. We ask: What does CO-llaborative VI-rtual D-esign look like, how can it be established, and how can it be sustained?

In this first editorial for the Pacific Journal of Technology Enhanced Learning, PJTEL, the lead editors reflect upon the first three years of the journal and explore the impact statistics. We also explore future directions and themes for the journal particularly in light of the impact of COVID19 on education.

A practical guide to using DBR in collaborative curriculum design.

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: • Provide technological and pedagogical scaffolds to students. • Learning designs should focus upon enabling elements of learner agency and creativity. • To develop learning solutions to real world problems utilise a design-based research approach. • Create authentic collaborative learning activities and tasks. • Integrate mobile learning affordances in the design of the course and curriculum.

BACKGROUND: Lymphoma is a malignancy of lymphocytes and lymphoid tissues comprising a heterogeneous group of diseases, with up to 80 entities now described. Lymphoma is the 6th most common cancer in Australia, affecting patients of all ages, with rising incidence rates. With the proliferation of efficacious novel agents, therapeutic strategies are increasingly diverse and survival is improving. There is a clear need for contemporary robust and detailed data on diagnostic, investigational and management strategies for this disease in Australia, New Zealand and worldwide, to inform and benchmark local and international standards of care. Clinical quality registries can provide these data, and support development of strategies to address variations in management, including serving as platforms for clinical trials and other research activities. The Lymphoma and Related Diseases Registry (LaRDR) was developed to capture details of patient demographics, disease characteristics, and management throughout their disease course and therapy and to develop outcome benchmarks nationally and internationally for lymphoma. This report describes the aims, development and implementation of the LaRDR, as well as challenges addressed in the process. METHODS: The LaRDR was established in 2016 as a multicentre, collaborative project at sites across Australia with a secure online database which collects prospective data on patients with a new diagnosis of lymphoma or chronic lymphocytic leukaemia (CLL). LaRDR development required multidisciplinary participation including specialist haematology, information technology, and biostatistical support, as well as secure funding. Here we describe the database development, data entry, ethics approval process, registry governance and support for participating sites and the coordinating centre. RESULTS: To date more than 5,300 patients have been enrolled from 28 sites in Australia and New Zealand. Multiple challenges arose during the development, wh

Background: For patients with essential thrombocythaemia (ET) intolerant of or resistant to hydroxyurea (HU), interferon or anagrelide, there is a need for therapies with distinct MOAs that reduce thromboses, improve the patient experience and potentially offer distinct clinical benefits. Lysine-specific demethylase-1 (LSD1) is a histone H3K4 demethylase critical for the self-renewal potential of malignant myeloid cells and the differentiation of myeloid progenitors, e.g., LSD1 licenses progenitors to mature into megakaryocytes, a cell central to the pathogenesis of ET. IMG-7289 (bomedemstat) is an orally active LSD1 inhibitor that reduced peripheral cell counts, splenomegaly, inflammatory cytokines, and mutant cell burdens in mouse models of MPNs (Jutzi et al. 2018). In an ongoing study of IMG-7289 for the treatment of myelofibrosis (MF) (NCT03136185), symptoms, platelets, neutrophils, mutant allele burdens and inflammatory cytokines were favorably impacted (Pettit et al. 2020). Aim(s): IMG-7289-CTP-201 is an ongoing, multi-national, open-label, 24-week Phase 2b study of bomedemstat taken once daily in patients with ET who are resistant to or intolerant of at least one standard of care treatment (NCT04254978). Key objectives are safety and reduction in the platelet count to <=400k/muL in the absence of thromboembolic events. Dosing is individually tailored targeting a platelet count between 200- 400k/muL. All patients were started at a dose of 0.6mg/kg/d and titrated as needed to the target platelet count range. Method(s): At the censoring date (16 Feb 2021), 10 patients had enrolled. All patients remain on study. The median duration of treatment is 85 days (6-141). Median age, 66 years (55-84), 20% males. 60% were deemed resistant to or intolerant of HU (by ELN criteria), 20% to anagrelide and 10% to interferon or busulfan. 40% had received at least one additional previous treatment. After a 14- to 28-day washout of prior ET treatment, the mean platelet and WBC co

The management of Hodgkin lymphoma (HL) has undergone significant changes in recent years. Due to the predilection of HL to affect younger patients, balancing cure and treatment-related morbidity is a constant source of concern for physicians and patients alike. Positron emission tomography adapted therapy has been developed for both early and advanced stage HL to try and improve the outcome of treatment, while minimising toxicities. The aim of this review is to digest the plethora of studies recently conducted and provide some clear, evidence-based practice statements to simplify the management of HL.Copyright © 2021 Royal Australasian College of Physicians.

Aim: Primary Central Nervous System Lymphoma (PCNSL) [i.e. diffuse large B-cell lymphoma of the CNS] is a rare and poor-prognosis disease occurring predominantly in older patients (median age >60 years old). Prospective studies of two commonly used chemoimmunotherapy (CIT) protocols, MATRix and MPV/Ara-C (+/- rituximab), have reported 2-year PFS and OS of 57-61% and 69-81% respectively. Our aim was to evaluate registry-reported outcomes of frontline CIT strategies employed at Australasian sites. Method(s): A retrospective study of consecutive, immunocompetent, adult PCNSL patients (WHO criteria: 2017) treated with curative-intent CIT, from 10 sites (9 Australian, 1 Singaporean) between 1 st January 2009 and 31 st December 2018 (i.e. ten-year period). Overall survival (OS) and progression-free survival (PFS) were calculated using the Kaplan-Meier (log-rank) method. Univariate associations were derived using a Cox model with variables p<0.10 entered stepwise into a multivariate model. Result(s): Data was collected on 207 patients, 189 of whom met WHO diagnostic criteria for PCNSL (i.e. diffuse large B-cell lymphoma of the CNS). We excluded patients with insufficient data (6), non-DLBCL histology (6), secondary PCNSL (3) and post-transplant lymphoproliferative disorder (3). Of these, 176 (93%) received curative-intent CIT. The majority (66%) were over 65 years of age (median: 65, range: 25-87); ECOG performance status was >= 2 in 31% (data not available for 14% of patients). The majority were male (55%) and had deep structure involvement (64%). International Extranodal Lymphoma Study Group (IELSG) risk criteria could not be calculated in many patients due to missing data (predominantly LDH and CSF protein). CSF involvement was rare (n=23, 13%) but data was only available for 60% of patients. Of the 159 with documented renal function, 26% had renal impairment (defined as Cockroft-Gault creatinine clearance <60ml/min or eGFR <90ml/min). Five CIT regimens were used: MATRi

Background: MCL is a rare and incurable disease representing 5-10% of all non-Hodgkin lymphoma cases. Although intensive chemotherapy induction and up-front ASCT can induce durable remissions in fit patients, toxicity can be significant. R-DHAOx chemoimmunotherapy provides adequate outcomes and a favourable toxicity profile compared to some other induction regimens (Le Gouill S Blood 2017). The highly selective Bruton tyrosine kinase inhibitor (BTKi) acalabrutinib has minimal off-target activity and proven efficacy in relapsed MCL (Wang M Lancet 2018), however, direct combination of BTKi & chemoimmunotherapy is toxic. Thus, it is postulated that up-front use with an acalabrutinib 'window' before chemoimmunotherapy, followed by maintenance after intensive chemotherapy will prolong time to next treatment and reduce overall treatment toxicity (Kuruvilla J Hematol Oncol 2017). Method(s): The WAMM study is an ALLG-sponsored investigator-initiated multicentre single-arm phase 2 trial (ACTRN1269000990123). Eligible patients are aged 18-70 years with previously-untreated histologically-proven CD20-positive stage II-IV MCL (all subtypes), ECOG 0-1, and no comorbidities precluding ASCT. Patient with major contraindications to BTKi use are excluded. Treatment is delivered in a unique and innovative acalabrutinib 'sandwich' design to avoid excess toxicity of combination acalabrutinib-chemoimmunotherapy (see figure). All patients receive 2 cycles of induction rituximab (R) 375 mg/m 2 IV (day 1) & acalabrutinib (A) 100mg BD PO daily (continuous) 4-weekly, followed by 4 conventional R-DHAOx chemoimmunotherapy cycles. Patients then undergo positron emission tomography (PET) assessment. Those with partial or complete response will proceed to carmustine, etoposide, cytarabine and melphalan (BEAM) autograft which is followed by A+R maintenance (A; 100 mg BD continuous for 1 year & R; 375 mg/m 2 IV, 3-monthly x 8 cycles). Patients with stable or progressive disease will be taken off st

Background Modern antiretroviral therapy (ART) has reduced HIV associated morbidity and mortality, and allowed a similar treatment approach of aggressive lymphomas in PLWH to that of their HIV negative counterparts. Australia is an ethnically diverse country with a low HIV prevalence and an excellent population-wide ART coverage and adherence in PLWH. We aimed to describe the real-world Australian experience in managing PLWH diagnosed with diffuse large B cell lymphoma (DLBCL) and Burkitt lymphoma (BL), and compare our treatment approach and outcomes against international data. Methods This was a retrospective, multicenter study conducted by the Australasian Lymphoma Alliance across 6 centers in 5 states. HIV positive patients with biopsy proven BL and DLBCL, diagnosed between 1st January 2009 and 31st December 2019 were identified through each institution's database. Baseline patient and disease characteristics, treatment exposure and outcomes were extracted from hospital medical records. Descriptive statistics, and survival analyses were performed as appropriate. Results 44 patients (24 DLBCL, 20 BL) were included in the analysis. The median age was 52 years (range 32-78). The median follow-up was 1.8 years (range 0.1-13.1). 36 (82%) patients presented with advanced stage (III-IV) disease. 28 (64%) were defined as high-risk based on disease specific IPI scoring systems. The mean CD4 count was 334 cells/muL at diagnosis and 10 (23%) patients had a CD4 count of <100 cells/muL. 23 (52%) had a HIV viral load <50 copies/ml. 12 (27%) were diagnosed with HIV at the time of lymphoma diagnosis (Mean CD4 count 191 cells/muL, mean viral load 665,612 copies/ml). 41 (93%) patients received chemotherapy with curative intent and 39 (88%) received Rituximab. 37 (84%) were given concurrent ART and chemo(immuno)therapy. 11 (55%) of BL patients were treated with CODOX-M/IVAC or HyperCVAD followed by 6 (30%) with Da-EPOCH. 14 (58%) of DLBCL patients received CHOP-based therapy with 1

Australia and New Zealand have achieved excellent community control of COVID-19 infection. In light of the imminent COVID-19 vaccination roll out in both countries, representatives from the Haematology Society of Australia and New Zealand and infectious diseases specialists have collaborated on this consensus position statement regarding COVID-19 vaccination in patients with haematological disorders. It is our recommendation that patients with haematological malignancies, and some benign haematological disorders, should have expedited access to high-efficacy COVID-19 vaccines, given that these patients are at high risk of morbidity and mortality from COVID-19 infection. Vaccination should not replace other public health measures in these patients, given that the effectiveness of COVID-19 vaccination, specifically in patients with haematological malignancies, is not known. Given the limited available data, prospective collection of safety and efficacy data of COVID-19 vaccination in this patient group is a priority.Copyright © 2021 Royal Australasian College of Physicians

Australia and New Zealand have achieved excellent community control of COVID-19 infection. In light of the imminent COVID-19 vaccination roll out in both countries, representatives of all adult and paediatric allogeneic bone marrow transplant and cellular therapy (TCT) centres as well as representatives from autologous transplant only centres in Australia and New Zealand collaborated with infectious diseases specialists with expertise in TCT on this consensus position statement regarding COVID-19 vaccination in TCT patients in Australia and New Zealand. It is our recommendation that TCT patients, should have expedited access to high-efficacy COVID-19 vaccines given that these patients are at high risk of morbidity and mortality from COVID-19 infection. We also recommend prioritising vaccination of TCT healthcare workers and household members of TCT patients. Vaccination should not replace other public health measures in TCT patients given the effectiveness of COVID-19 vaccination in TCT patients is unknown. Furthermore, given the limited available data, prospective collection of safety and efficacy data of COVID-19 vaccination in this patient group is a priority.

This paper describes using an educational design-based methodology to evaluate authentic learning environments for Graduate Entry Nursing (GEN) students. While developing this new GEN programme in New Zealand, two specific challenges arose: how to design and deliver a condensed and intensive programme that met healthcare sector requirements, while ensuring the content met the needs of the typical GEN student. To meet these challenges the authors used educational design research (EDR) as a reflective and iterative approach to develop and adapt the teaching and learning strategies, content, and delivery. EDR involves four phases: exploration and analysis of the issues, design of a prototype intervention, reflection and evaluation, followed by iterative redesign and re-evaluation; this paper reports on Phase 1 and Phase 2. It is envisaged this paper will provide timely insights for those in the process of developing or refining graduate entry programmes in Australasia.

Paper 1 for the Symposium led by the University of Melbourne Virtual Performace Lab team, including four papers for discussion.

Pecha Kucha presentation for the SoTEL 2021 Symposium from the Bionic Limb project team at the University of Melbourne. https://sotel.nz

Transdisciplinarity and collaboration are key capabilities that need to be fostered by authentic higher education learning environments to prepare our graduates for an unknown future (Barnett, 2012). These capabilities need to be modelled through the practice of academics, and even more so during a global pandemic such as COVID19 in response to the changing ways in which professions, and in particular the arts that have traditionally relied upon face-to-face interaction, have rapidly pivoted to online modes of interaction. In response, this project is conceived as a transdisciplinary collaboration between the University of Melbourne Faculty of Fine Arts and Music (FFAM), the Graduate School of Education (MGSE), the Centre for the Study of Higher Education (MCSHE), the Social & Cultural Imformatics Plaform (SCIP) and the Melbourne Data Analytics Platform (MDAP). The #DataCreativities collaboration seeks to learn from the data created by the creative industry communities as they rapidly moved to new forms of online interaction in order to survive in a socially distanced environment (for example (Braus & Morton, 2020)). We use this to develop a new framework for data generation and visualization in the context of higher education as a form of feedback loop that can inform innovative pedagogical practice and research (Ferdig et al., 2020). The project data collection and analysis began by creating visualisations of the teaching and learning activities embodied in the universities learning management system (Canvas) to discover patterns of usage and interaction as the creative arts disciplines switched from studio-based on campus to remote online teaching and learning modes. The analysis of the data visualisations from creative and education domains formed a continuous loop of acting and reacting (Glaveanu et al., 2013) as they rapidly developed new modes of interaction in response to COVID19. In learning from these data as visual patterns, the project is fo

COVID-19 has impacted not only higher education teaching practice, but also professional development (PD) such as F2F workshop sessions for supervisor training have had to pivot to online modes. This presentation overviews the process of designing an academic supervision training workshop as an online module that can be used as a design framework for other professional development and training contexts. We used a design-based research methodology (McKenney & Reeves, 2019) encompassing three stages.Stage 1 Evaluation and AnalysisWe formed a collaborative design team of two academics and a professional staff member and met regularly over Zoom as due to COVID-19 we were all working from home, and across countries (Australia and New Zealand). We began with an evaluation of the existing introductory supervision online module to identify key design elements and refinements that we could integrate into the new refresher module. This was followed by a collaborative definition of the scope of the new PD module that was focused upon providing a ‘Refresher Course’ for experienced higher degree research supervisors. We decided to focus the content of the module upon authentic user-generated scenarios from highly experienced academics across the university. User reflection was designed through an optional link to contribute to an institutional Wiki page to provide tips and comments from user experiences in supervision. The analysis of users needing an informative but short time investment in the refresher module highlighted the need for collating resources that would be referenced throughout the module to be made available at the end of the module as a downloadable interactive PDF resource for users.Stage 2 Collaborative Prototype DesignAn initial storyboard module prototype based upon learning object and instructional design principles (Boyle, 2003; Author1, 2007; Reigeluth et al., 2016) was created. While we began with big ideas based upon the rapid prototype of how t

Building students’ capabilities to integrate complex concepts across transdisciplinary boundaries of related but distinct theoretical courses is critical to real-world problem solving and creative design solutions (Burnett, 2011). In the context of bioengineering, students must be able to draw on knowledge from several scientific and mathematical domains and integrate them in innovative ways to tackle complex biomedical problems. In traditional degree structures, these domains are typically sequestered into distinct subjects, with minimal cross-curricular references beyond the acknowledgement of any chains of prerequisite knowledge. This has had the unintended effect of students over-compartmentalising concepts: they are often unable to appreciate how different ideas fit together synergistically to form a coherent and more complex whole. To address this problem, we initiated a curriculum design project exploring the development of an integrative and collaborative student project that authentically links four theoretical foundations of bioengineering across multiple years of a degree program: programming and systems modelling concepts, human anatomy and biomechanics, electronics, and engineering design. A design-based research (DBR) methodology was applied to establish a curriculum design team encompassing academic lecturers, educational technology researchers, and technology designers. Our curriculum design process follows a four-stage iterative model comprising of: problem analysis and identification of initial design principles, prototyping curriculum design solutions, evaluation and redesign, followed by refinement and sharing of the design principles. The current iteration of the curriculum development project involves a 3D-printed programmable robotic arm and a series of constructively aligned workshop activities and assessments, and there are plans to establish a common learner-centric ecology of resources (Luckin, 2008) for student collaborative projects acro

Preparing For The Future: Rethinking The Education Delivery Model How technology is changing the role of the teacher and students’ learning environment How pedagogy will change due to online content delivery and learning How are the experiences and lessons from lockdown will help in the formulation of future education delivery model

In 2020, our teaching and research moved almost exclusively online. Zoom was a must have tool for communication. The shift online has impacted our academic, research, and teaching practices. But can the data traces generated by this shift be leveraged to understand and enhance how we work in and for education? We propose that, as knowledge makers, relational feedback loops and ‘mixed-tape methods’ can create new ways for do-ing, be-ing and know-ing from one data site to another. Doing research during a time of disruption using an iterative approach allows us to adapt the methods as our work and life circumstances changed in response to the pandemic, throughout the uncertainties of life in lockdown we collaboratively co-designed our work. The work of co-designing feedback loops in partnership highlight how the digital enables experience and engagement that generates new experiences and engagements, enabling us to establish new ways of exploring new possibilities with/in. The uncertain unknowns of a covid-normal arts sector means that co-designed arts education gives some solid ground for teachers and learners to create and navigate their future paths. We will present and perform the effects of these experiences and engagements on artists and the arts community in a pandemic and explore the affects of these experiences and engagements for education. We acknowledge that we live and work on the lands of the Wurundjeri people that hold stories across time and space. #Datacreativities is a co-lab of interdisciplinary digital research cross faculty partnership, we examine #datacreative using feedback loops.

In this article, we present the development of a framework for supporting and facilitating collaborative networks of reflective practice using mobile social media. Developed throughout a two-year collaborative mobile learning project #NPF14LMD, the framework has subsequently been used to support two wider international networks of mobile learning researchers and practitioners. The #NPF14LMD project was a national project comprised of three universities and three polytechnics across New Zealand. One of the goals of the #NPF14LMD project was to create a collaborative network of practice across the six institutions participating in the project. The network provided a support and communication structure linking the six institutional communities of practice, enabling sharing of their experiences and a sense of belonging to a wider national and international community. This article outlines the use of mobile social media to facilitate the #NPF14LMD network, and the subsequent application of this framework to support two international networks.