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The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access. However, research indicates that (a) most users do not participate in this type of generative use, and (b) the possibility of social interaction does not necessarily signal active participation in social interaction. In recent years the positive effects of gamification and social networking elements on user engagement have come to the fore in educational settings. From this stance, a quantitative study was conducted to assess users' acceptance of the existing game mechanics of a large national repository of educational resources, their attitudes towards the inclusion of extra features, and teachers' motivation to share openly. Our results indicate that teachers do not see open repositories as social networks, but as libraries of resources, and are likely to share if rewarded by intrinsic rather than extrinsic factors.

Reduced appetite with ageing is a key factor that may increase risk of undernutrition. The objective of this study is to determine the impact of innovative plant protein fibre (PPF) products within a personalised optimised diet (PD), a physical activity (PA) programme, and their combination on appetite, and other nutritional, functional and clinical outcomes in community-dwelling older adults in a multi-country randomised controlled intervention trial. One hundred and eighty community-dwelling adults (approximately sixty per trial centre in Germany, Ireland and Italy) aged 65 years and over will be recruited to participate in a 12-week, parallel-group, controlled trial. Participants will be randomised into one of four groups: 1, PD (incorporating two PPF products): 2, PA; 3, PD + PA; and 4, no intervention (control). The primary outcome is appetite measured by visual analogue scales and energy intake from an ad libitum test meal. Secondary outcomes include fasting and postprandial appetite-related gut hormones, Simplified Nutritional Appetite Questionnaire score, body composition, cardiorespiratory fitness, muscle strength, physical function and PA. In addition, self-efficacy, cognitive status, dietary restraint, depressive symptoms and compliance and acceptability of the intervention will be assessed. Metabolomic profiles, RMR, muscle motor unit properties and gut microbiome will also be assessed to explore potential underlying mechanisms. This multi-centre randomised controlled trial will advance knowledge on how PD (incorporating PPF products), PA and their combination influence appetite, nutritional status and related health outcomes in community-dwelling older adults and contribute to the prevention of undernutrition. Trial registration: Clinical Trials.gov Registry NCT05608707 (registered on 2 November 2022). Protocol Version: NCT05608707 Version 4 (registered on 29 September 2023). [ABSTRACT FROM AUTHOR]

One of the main barriers to the reuse of Open Educational Resources (OER) is language (OLnet, 2009). OER may be available but in a language that users cannot access, so a preliminary step to reuse is their translation or localization. One of the obvious solutions to the vast effort required to translate OER is to crowd-source the translation, as exemplified by Wikipedia (Wikipedia Translation) or TED (Ted Open Translation Project). From October to December 2012 the Department of Languages at the Open University UK ran a MOOC on Open Translation Tools and Practices (OT12). Participants explored a range of online open translation tools (Amara, Transifex, Google Translator Toolkit) that enable and facilitate the crowdsourcing of translation, dubbing and subtitling. For this MOOC, participants collaborated in the translation and subtitling of OER mainly to and from English and Spanish, but also Portuguese, French, Greek, German and Catalan. Forum discussions, synchronous online sessions, recorded podcasts and the tasks themselves were designed to provide input, facilitate discussion and share views not only on the linguistic specificities of translating different languages, but also on issues such as quality assurance in open translation and the ethics and practicalities of openness in education and translation. Data for this paper is drawn from online surveys covering participants' backgrounds and their prior experience as translators; their expectations and motivation for participating in the OT12 MOOC; and their evaluation of the outcomes of the MOOC. We understand MOOCs as events (Cormier, 2010) or, following the principles of connectivism, catalysts for starting conversations within a network (Downes, 2011), and therefore feel that they might be a suitable way of engaging online communities of translators, language teachers and learners, and those interested in the crowdsourcing of translations for OER. This paper attempts to open up a debate on how the world of open education can harness crowdsourcing and existing open translation models to further the openness agenda.

This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors, moderators and learners). We report on findings from a preliminary evaluation of the interaction between the different actors and this space, using quantitative and qualitative data obtained from interviews, questionnaires and analysis of usage logs. We look at the tensions that emerge as tutors and learners adopt new roles and engage in new pedagogical relationships around the opportunities afforded by this kind of teaching and learning space. We argue that our attempt to promote interaction through our VLE model has resulted in a contested space where traditional hierarchies and relationships between tutors and learners are in a state of flux and where new hierarchies and relationships are constantly being forged. Finally we explore new ways in which tutors' roles might be organised to more effectively fulfil their supportive and facilitative functions in this new online environment. (Contains 3 tables and 2 figures.)

A key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the wider more complex role that blended learning requires. The additional skills and the forging of a new professional identity might not come easily to all practitioners. This paper evaluates the impact that the introduction of blended learning in a distance language learning course has had on teachers. It presents and discusses findings from a small-scale evaluation study which compared quantitative and qualitative data gathered through a survey and a small number of interviews with participant observations from the researcher and the institutional end-of-course debriefing report. The paper argues that whilst technological challenges and the sheer amount of change that teachers were faced with were largely responsible for some of the negative attitudes reflected in teachers' opinions about the course, a less obvious, broader explanation for the difficulties that teachers encountered might be found in the way that learning, teaching and training are conceptualised by both teachers and the institution. It is proposed that a transmission of knowledge approach to training fails to acknowledge and properly support the transformation of teachers' identity that results from moving from traditional classroom-based teaching to online teaching. The shift goes beyond the acquisition of ICT skills and requires a pedagogical understanding of the affordances of the new medium and an acceptance by the teacher of his or her new role and identity. (Contains 2 figures.)

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

Anna Quinn, an English teacher, describes her use of dramatic activities for interpreting texts along with other techniques to help improve college reading skills. Students have demonstrated measurable increases in reading levels by using drama to fill textual gaps, charades to increase vocabulary, blending into the characters, predicting the outcomes, reading, writing, drawing and sharing.

Background: The American Registry for Migraine Research (ARMR) is a multicenter, prospective, longitudinal patient registry, biorepository, and neuroimaging repository that collects clinical data, electronic health record (EHR) data, blood samples, and brain imaging data from individuals with migraine or other headache types. In this manuscript, we outline ARMR research methods and report baseline data describing an initial cohort of ARMR participants. Methods: Adults with any International Classification of Headache Disorders (ICHD) diagnosis were prospectively enrolled from one of the 8 participating headache specialty centers. At baseline, ARMR participants complete web‐based questionnaires, clinicians enter the participant's ICHD diagnoses, an optional blood specimen is collected, and neuroimaging data are uploaded to the ARMR neuroimaging repository. Participants maintain the ARMR daily headache diary longitudinally and follow‐up questionnaires are completed by participants every 3 months. EHR data are integrated into the ARMR database from a subset of ARMR sites. Herein, we describe the ARMR methodology and report the summary data from ARMR participants who had, from February 2016 to May 2019, completed at least 1 baseline questionnaire from which data are reported in this manuscript. Descriptive statistics are used to provide an overview of patient's sociodemographics, headache diagnoses, headache characteristics, most bothersome symptoms other than headache, headache‐related disability, comorbidities, and treatments. Results: Data were available from 996 ARMR participants, enrolled from Mayo Clinic Arizona, Dartmouth‐Hitchcock Medical Center, University of Utah, University of Colorado, Thomas Jefferson University, University of Texas Health Science Center at Houston, Georgetown University Medical Center, and DENT Neurological Institute. Among ARMR participants, 86.7% (n = 864) were female and the mean age at the time of enrollment was 48.6 years (±13.9; range 18‐84). The most common provider‐reported diagnosis was chronic migraine (n = 622), followed by migraine without aura (n = 327), migraine with aura (n = 196), and medication overuse headache (n = 65). Average headache frequency was 19.1 ± 9.2 days per month (n = 751), with 68% reporting at least 15 headache days per month. Sensitivity to light was the most frequent (n = 222) most bothersome symptom overall, other than headache, but when present, cognitive dysfunction was most frequently (n = 157) the most bothersome symptom other than headache. Average migraine disability assessment (MIDAS) score was 52 ± 49 (n = 760), (very severe headache‐related disability); however, 17% of the ARMR population had MIDAS scores suggesting "no" or "mild" disability. The most common non‐headache health issues were allergies (n = 364), back pain (n = 296), neck pain (n = 296), depression (n = 292), and anxiety (n = 278). Nearly 85% (n = 695) of patients were using preventive medications and 24.7% were using non‐medication preventive therapy (eg, vitamins and neuromodulation). The most common preventive medication classes were neurotoxins, anticonvulsants, antidepressants, vitamins/supplements, and anticalcitonin gene‐related peptide ligand or receptor‐targeted monoclonal antibodies. Nearly 90% (n = 734) of ARMR participants was taking medications to treat migraine attacks, with the most common classes being triptans, non‐steroidal anti‐inflammatory drugs, antiemetics, acetaminophen, and combination analgesics. Conclusions: ARMR is a source of real‐world patient data, biospecimens, and brain neuroimaging data that provides comprehensive insight into patients with migraine and other headache types being seen in headache specialty clinics in the United States. ARMR data will allow for longitudinal and advanced analytics that are expected to lead to a better characterization of patient heterogeneity, healthcare resource utilization, identification of endophenotypes, factors that predict treatment outcomes and clinical course, and ultimately advance the field toward precision headache medicine. [ABSTRACT FROM AUTHOR]