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Digital crossings: A case study of a knowledge mobilisation approach for translating research into practice
No full textThe open access publication is available at https://doi.org/10.1016/j.dcm.2025.100910There is increasing emphasis on the importance of knowledge mobilisation, also known as knowledge translation, knowledge exchange, knowledge transfer, so that research findings are moved into action by stakeholders such as policymakers, practitioners and the broader public. While disseminating one’s research digitally is a promising gateway for knowledge produced to have a greater reach, education researchers are least equipped to use digital methods, compared to other methods. Applying Bernstein’s (2000) concept of recontextualisation with a proposed KM framework, we examine how the discourses of research are selectively appropriated, relocated, refocused and related to the discourse of practice through the translational process in one case study of a project website featuring education research within the Singapore context. Principles for successful recontextualisation drawn from this case study include: (1) educated hunches about key ideas for practical translation, (2) familiarity with specific audience needs, (3) awareness of discourse rules for engagement through specific digital modes. This article contributes towards demonstrating the value and productivity of Bernstein’s (2000) recontextualisation on research via digital media to engage varied audiences beyond the academia. The article concludes with recommendations on the systemic support needed to help researchers build a repertoire of practice for the translational process with the ultimate goal of moving evidence into action.DEV 02/20 LC
Enhancing collaborative learning in engineering classrooms: The impact of individual preparation on students’ collaborative design quality and epistemic behaviours
No full textDeveloping collaboration skills is essential in university engineering classrooms, yet fostering in-depth collaborative discussions remains a challenge. This study introduced individual preparation (IP) as a pedagogical design and examined its role in students' collaborative learning outcomes and processes. Eighty-two engineering students from a Singapore university worked in pairs and completed two tasks under two conditions: With-IP and Without-IP. Students' design artefacts and collaborative learning outcomes were scored, and their verbal discussions were analysed to identify epistemic behaviours during collaboration. The findings indicate that students in the With-IP condition achieved higher collaborative learning scores and demonstrated more elaboration and synthesis, compared to more superficial exchanges in the Without-IP condition. Sequence mining further revealed distinct epistemic behaviour trajectories, with the With-IP condition promoting more in-depth peer interactions over time. This study provides a comprehensive examination of IP's role in collaborative learning, offering valuable insights for educators designing and implementing IP to support effective collaboration
Exploring emotional dynamics between productive and improvable knowledge-building discourses
No full textKnowledge Building (KB) is a pedagogical approach emphasizing students' collective responsibility to continuously improve their community knowledge. During KB activities, various emotions may arise due to students' diverse ideas, theory-building, as well as cognitive equilibrium and disequilibrium. Depending on the different development levels of the inquiry threads, the emotions may differ. An inquiry thread is a series of notes that address the same problem or topic. Despite increasing recognition of the importance of emotions in KB, or more generally, in computer-supported collaborative learning (CSCL), there is a lack of empirical studies systematically examining the dynamics of these emotions, particularly how they vary across different types of collaborative inquiry threads. Addressing this gap, this study analyzed 148 threads containing 6,240 notes from a learning science course at a public university over three years. Through clustering analysis, we identified productive and improvable KB inquiry threads recorded in the Knowledge Forum (KF) with productive threads, which are characterized by deeper cognitive efforts and more sustained discussion than improvable threads. Integrating three levels of analysis, namely frequency, lag-sequential analysis, and sequential pattern mining, we aim to comprehensively capture students’ emotional dynamics across different kinds of inquiry threads. Our study identified distinct emotional dynamics and constructed emotion evolution models for productive and improvable inquiry threads. Productive threads frequently exhibited transitions between negative emotions such as confusion, anxiety, and frustration, indicating their deeper cognitive engagement and suggesting that while students experienced challenges in reaching a consensus, they remained cognitively engaged in the inquiry. Conversely, improvable threads were characterized by sequences involving positive emotions like joy and curiosity, often appearing at the beginning of discussions or in threads that lacked depth, indicating that while initial interest was present, these discussions failed to evolve into meaningful inquiries. Emotional transitions from activating emotions (e.g., joy) to deactivating emotions (e.g., boredom) in improvable threads further suggest a disengagement from the discussion. These findings highlight the intricate emotional dynamics during learning activities and provide valuable insights for future research focused on enhancing productive discussions in CSCL environments through effective emotional regulation strategies.Accepted versio
Prosthetic memory and textual inheritance: Reading Nicole Krauss’s The history of love with Bernard Stiegler
No full textAccepted versio
Trends and applications of AI in immersive learning environments: A systematic review of empirical research
No full textThis study presents a systematic review of empirical studies on AI-powered immersive learning environments from 2004 to April 2025. Following the PRISMA framework, 41 research articles were analyzed. The findings demonstrate a growing trend in integrating AI into immersive learning environments, with conversational agents commonly used to support communication and generative AI increasingly used to co-create context-aware content. Meanwhile, the role of AI in providing understandable and comprehensive feedback beyond accuracy improvement in immersive learning environments remains underexplored. Most studies focus on learner perceptions and often lack theoretical grounding and validated instruments, though the use of objective data such as log files is increasing. The majority of interventions remain small-scale, short-term, and lab based. The review also highlights several challenges such as feedback quality and sensor limitations, and the need for teacher professional development. Recommendations are proposed for future educational practitioners, researchers, and developers in designing intelligent immersive learning environments.MOE SSHRF 8/22 W
Integrated biological and chemical investigation of Indonesian marine organisms targeting anti-quorum-sensing, anti-biofilm, anti-biofouling, and anti-biocorrosion activities
No full textThe open access publication is available at https://doi.org/10.3390/molecules30061202Microorganisms play a significant role in biofouling and biocorrosion within the maritime industry. Addressing these challenges requires an innovative and integrated approach utilizing marine natural products with beneficial properties. A comprehensive screening of 173 non-toxic EtOAc and H₂O extracts derived from diverse marine organisms collected in Indonesian waters was conducted using a robust panel of assays. These included antimicrobial tests and classical biosurfactant assays (drop collapse and oil displacement), as well as anti-quorum-sensing (QS) and anti-biofilm assays. These screening efforts identified five active extracts with promising activities. Among these, EtOAc extracts of the marine tunicate Sigilina cf. signifera (0159-22e) and the marine sponge Lamellodysidea herbacea (0194-24c) demonstrated significant anti-biofouling activity against Perna indica and anti-biocorrosion performance (mpy 10.70 ± 0.70 for S. cf. signifera; 7.87 ± 0.86 for L. herbacea; 13.60 ± 1.70 for positive control Tetracorr CI-2915). Further chemical analyses of the active extracts, including LC-HR-MS/MS, MS-based molecular networking, and chemoinformatics, revealed the presence of both known and new bioactive compounds. These included tambjamines and polybrominated diphenyl ethers (PBDEs), which are likely contributors to the observed bioactivities. Subsequent investigations uncovered new anti-QS and anti-biofilm properties in synthetic and natural PBDEs 1–12 previously derived from L. herbacea. Among these, 8 exhibited the most potent anti-QS activity, with an IC50 value of 15 µM, while 4 significantly reduced biofilm formation at a concentration of 1 µM. This study highlights the potential of marine-derived compounds in addressing biofouling and biocorrosion challenges in a sustainable and effective manner.RI 1/23 TL
Evaluating teacher perceptions of the 2021 Singapore secondary school Chinese textbooks: A study using the teaching material acceptance model
No full textThis study evaluates the 2021 revision of Singapore secondary school Chinese teaching materials through an investigation of school teachers’ receptivity, utilizing a teacher-teaching material perception questionnaire and the modified Teaching Material Acceptance Model (TMAM) as the evaluative framework. The study yields four key findings. Firstly, teachers view the practicability of the new materials favorably, highlighting their quality, incorporation of information technology, diverse content, authenticity, and life-oriented approach. These features are acknowledged for enhancing student interest and improving language abilities. Secondly, the TMAM evaluation reveals that teachers’ perceptions of the revised textbooks are generally inconsistent, with a moderate to high degree of rejection towards some new sections. Thirdly, the disproportionate volume of content relative to the available class time is identified as a significant factor impacting the ease of use, indicating a need for future curriculum adjustments. Lastly, teachers prioritize ease of use over the inherent usefulness of the materials, often selectively utilizing content based on students’ needs and time constraints. This selective use may lead to wastage of curriculum resources and diminish the intended impact of the revised curriculum
Emotional (dis/un)entanglement in becoming an academic in the neoliberal era: Dialogising transnational accounts of being, thinking and feeling
No full textThe open access publication is available at https://doi.org/10.1111/ijal.12724This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and through a dialogic methodology, diverse accounts of four transnational academics in language education are presented in a series of embodied or online, synchronous or asynchronous dialogic events to explore and embrace the complex and entangled emotions. Instead of offering an instrumental solution for these complex challenging feelings, the authors attempted to untangle these emotional events of being, thinking and feeling across diverse scenarios and put forth an affective and agentive approach for a richer and more sustainable process of becoming in the neoliberal era