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Future changes in land use, climate and downstream water demand can impact reservoir water supply performance. However, a comprehensive assessment that considers these factors poses challenges as it requires complex scenario simulations. To improve our understanding of potential combined effects and to facilitate analyses of reservoir performance, the Soil and Water Assessment Tool has been coupled with genetic optimization and applied to a case study, the Nuicoc multipurpose reservoir in Vietnam. Optimization analyses under a range of scenarios show that despite greater future rainfall, climate change combined with increases in urban area and agriculture resulted in 1–10% and 4–28% lower reliability and resilience, respectively, compared with the baseline. Reservoir sedimentation led to a vulnerability index increase of 0.1–10.5 and 150–400 Mm3/year greater water spillage. Reservoir performance can be improved by adjusting water allocation policies and best management practices in the watershed.

This concise paper outlines the initial stages of a project involving a transdisciplinary team of educational researchers, practitioners, student designers, and the Auckland Hospital Design Lab in the design of innovative technology enhanced solutions to enhance patient and health care practitioner experiences. We outline the methodological design of the collaborative Design Based Research (DBR) approach. Using DBR, the project explores real world problems in health care with a team of student designers evaluating the application of mobile and wearable technologies to these problems. The goal of the project is the development of design principles for innovative learning environments that facilitate student-determined learning in real world scenarios.

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.

Exercise is believed to cause changes in population and/or activity of immunocompetent cells. Study of this relationship is difficult in humans because of the multifactorial nature of human physiology and concomitant problems in controlling extraneous variables. We have investigated the effects of 4 weeks of moderate exercise training on percentage of NK cells and Lymphocyte activity in Wistar male rats under tightly controlled laboratory conditions. The animals were randomized into two groups: exercise and control. Exercised rats ran at a treadmill speed of 20 m/min (moderate exercise intensity), for 20 minutes, 6 days/week. Laboratory and handling conditions were matched, and food was controlled for both groups. Twenty-four hours after the exercise training program, lymphocyte response did not change significantly (p>0.05). Exercised rats demonstrated a significant increase in the percentage of circulating NK cell population (p

What if… this chapter asks, might higher education be twenty years from now? This chapter speculates a future that takes place 20 years from now, a future that acknowledges the challenges of the present, as discussed at greater length in the earlier chapters. We take up speculative inquiry as a method to consider a future where the teens of 2021 bring their experience of living and learning during this pandemic time to the shaping and leadership of universities in 2041. Beginning with a what-if scenario of a reconceived higher education, we create a speculative fiction text—a letter from the future—around which we perform a diffractive reading (Barad, 2014). What this diffraction brings about is a higher education imaginary of activisms and revolts that result from current tensions and challenges in education and research. The imaginary does not predict the future but offers a critical lens through which to make sense of this present and the possible futures tied to it. In so doing, we suggest potentialities of practices like elevating decolonised ways of knowing and engaging geographical, human and nonhuman diversities in campuses across urban and remote areas. Traversing twenty years from now, the chapter speculates on higher education, spanning virtual and physical spaces for re-connection of research, learning and assessment with, in and through assemblies of diverse beings, human and otherwise. The chapter concludes with a codetta, which leaves the reader with a brief account of a speculative encounter with Socrabots as they prepare to enter the teaching profession in the 2040s.

In this chapter, we consider how perspectives about leadership, debates related to higher education, health promotion principles, and frameworks of new and old power informed our work as a group of disparate academic and professional staff who were identified to establish a’Digital Taskforce’ (DT) during the global pandemic. The role of the DT was to support teaching staff in Melbourne Graduate School of Education as it moved rapidly to remote and online teaching. By exploring aspects of our work together within the ecologies of policy, systems, groups, and individuals, we identify key elements of responding and bringing about change as a group of leaders during that turbulent time. Through our collaborative narrative, we also ponder how facets of our work may inform emergent ideas about the scholarship of teaching and learning and the possibilities for rethinking higher education.

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

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?

Engineers ultimately work in multi-disciplinary workplaces, yet degree structures and siloing of subjects typically prevent students from interacting with those outside of their own discipline. As products and technology become increasingly complex, engineers can no longer do design in isolation. Learning designs need to mirror real world complex team projects. In this project we provide an example of how Design-Based Research can be used as a meta methodology to design a learning experience that is implemented through a design-based collaborative student team project. An important part of the design process is to understand the interface with other disciplines of engineering and be able to specify appropriate requirements and verify that those requirements are being met. If these groups of students do not interact while at university, they are ill-prepared to do such design across disciplinary boundaries in the workplace. Moreover, if they are incapable of being able to formally specify what they require from other engineers, then they would not be able to verify that the design meets those specifications. This capstone project seeks to address these issues through the following objectives: Develop a multi-disciplinary team design project that can be rolled out to two core, candidate subjects in different departments in the Faculty of Engineering and Information Technology (FEIT); Develop appropriate learning activities that support the project and promote cohort interaction outside of traditional discipline / departmental boundaries; Design relevant feedback and evaluation mechanisms in order to monitor student team progress and gauge the effectiveness of the approach in building cohort, enhancing student graduate outcomes and employability skills; Enhance students’ communication and project management skills; Expose students to real-world engineering practices through the involvement of an industry partner in the scoping and design process. The project takes a Design-based Research (DBR) (McKenney and Reeves, 2019) approach that aligns with the four stages of DBR that is mirrored in both the design of the learning experience and in the student design project itself: Analysis – problem identification (Threshold Concepts: transdisciplinary collaboration, authentic learning), literature review, establishment of a collaborative learning design team Design prototype intervention (design of authentic learning environment) Evaluation (implementation of prototype with stakeholders – students/industry partner) - Re-Design / Evaluation Iterative Loop Development of Transferable Design Principles for designing authentic (real world) transdisciplinary learning environments in collaboration with industry Designing a speaker system, which contains electrical and mechanical systems that interact in a complex transfer of energy from electrical to mechanical to acoustic energy, is an inherently multidisciplinary endeavour consisting of both electrical and mechanical engineering concepts. This project will be completed by two capstone teams, one with a mechanical engineering focus and one with an electrical engineering focus, that will closely interact with each other in order to produce a working speaker system that will be tested and evaluated by an industry partner, creating an authentic learning experience (Herrington et al., 2014). A particular speaker application will first be chosen by the project teams (e.g. PA speaker, bookshelf speaker, instrument speaker, studio monitor), with corresponding design goals to be determined by the team. Teams will be required to select appropriate speaker drivers, supplied by the industry partner, to form the basis of electrical and mechanical design of the (minimum) two-driver speaker system utilising established design principles (Theile, 1971a, 1971b; Small, 1972, 1973a, 1973b). The Speaker System Design (Electrical) project team will focus on designing the electrical / electronic side of the speaker system, including modelling, building and testing both passive and active types of crossovers in order to achieve the required performance for the chosen application and consider aspects such as frequency domain performance, power, heat and cost. The electrical project team must interface with the mechanical project team to understand the mechanical characteristics of the enclosure that the speaker is being placed in to design their crossovers. The Speaker System Design (Mechanical) project team will focus on designing the mechanical / acoustic side of the speaker system, including designing, modelling low frequency response, building and testing a suitable enclosure to minimise vibrations and diffraction and ensure suitable performance characteristics for the chosen application consider aspects such as exterior construction materials, geometry of the design, high frequency diffusion patterns, venting and interior absorption materials to minimise resonances. The mechanical project team must interface with the electrical project team to understand the characteristics of the speaker-driving circuitry to design a suitable enclosure. The main pedagogical outcomes of the project are to give electrical and mechanical engineering students a real world experience of transdisciplinary collaboration. We will use pre/post student questionnaires and post project focus groups to evaluate the impact of the project on the student learning experience. University ethics consent will be applied for, involving participant consent and information forms, and anonymous data collection. This presentation will introduce the first two phases of the Design-Based Research project as an example of implementing DBR to design authentic learning – the pedagogical problem analysis, and the proposed prototype educational design capstone project. References Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic Learning Environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 401-412). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_32 McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642 Small, R. H. (1973). Vented-Box Loudspeaker Systems--Part 1: Small-Signal Analysis. Journal of the Audio Engineering Society, 21(5), 363-372. Small, R. H. (1973). Closed-box loudspeaker systems-part 2: Synthesis. Journal of the Audio Engineering Society, 21(1), 11-18. Small, R. H. (1972). Closed-box loudspeaker systems-part 1: analysis. Journal of the Audio Engineering Society, 20(10), 798-808. Thiele, N. (1971a). Loudspeakers in vented boxes: Part 1. Journal of the Audio Engineering Society, 19(5), 382-392. Thiele, N. (1971b). Loudspeakers in vented boxes: Part 2. Journal of the Audio Engineering Society, 19(6), 471-483.

This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.

ObjectiveTo evaluate whether eculizumab helps patients with anti–acetylcholine receptor–positive (AChR+) refractory generalized myasthenia gravis (gMG) achieve the Myasthenia Gravis Foundation of America (MGFA) post-intervention status of minimal manifestations (MM), we assessed patients' status throughout REGAIN (Safety and Efficacy of Eculizumab in AChR+ Refractory Generalized Myasthenia Gravis) and its open-label extension.MethodsPatients who completed the REGAIN randomized controlled trial and continued into the open-label extension were included in this tertiary endpoint analysis. Patients were assessed for the MGFA post-intervention status of improved, unchanged, worse, MM, and pharmacologic remission at defined time points during REGAIN and through week 130 of the open-label study.ResultsA total of 117 patients completed REGAIN and continued into the open-label study (eculizumab/eculizumab: 56; placebo/eculizumab: 61). At week 26 of REGAIN, more eculizumab-treated patients than placebo-treated patients achieved a status of improved (60.7% vs 41.7%) or MM (25.0% vs 13.3%; common OR: 2.3; 95% CI: 1.1–4.5). After 130 weeks of eculizumab treatment, 88.0% of patients achieved improved status and 57.3% of patients achieved MM status. The safety profile of eculizumab was consistent with its known profile and no new safety signals were detected.ConclusionEculizumab led to rapid and sustained achievement of MM in patients with AChR+ refractory gMG. These findings support the use of eculizumab in this previously difficult-to-treat patient population.ClinicalTrials.gov IdentifierREGAIN, NCT01997229; REGAIN open-label extension, NCT02301624.Classification of EvidenceThis study provides Class II evidence that, after 26 weeks of eculizumab treatment, 25.0% of adults with AChR+ refractory gMG achieved MM, compared with 13.3% who received placebo.

This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences. This editorial is part of the special collection ‘Mobile Mixed Reality-Enhanced Learning’ edited by Thomas Cochrane, Vickel Narayan, James Birt, Helen Farley and Fiona Smart. Read all articles from this collection here.